#GlobalJustice?: Social Media, Pedagogy and Activism

This paper addresses the evolvement of pedagogical content on global social injustices across social media (SM). Scholars have sought to evaluate political knowledges gained through SM, and/or debated its effectiveness in mobilising collective action. Shifting focus from top-down evaluations of political knowledge and activism online this paper looks to understand how those most SM active experience pedagogical content on social injustices. Focus groups with high school and university students across the UK highlight four key findings; 1.) young people are extremely cautious about trusting information on SM;2.) trust is more likely with content from those they feel personally connected to; 3.) exposure to lived-experience through SM creates affective learning and reflexivity; 4) SM can provide a catalyst for further learning and activism. Thus, for better or for worse, educators must acknowledge SM shapes understandings of global injustice and adapt teaching to embrace and equip students with appropriate critical skills.