ABSTRACT
General education sits at the center of debates about the role higher education plays—or should play—in meeting broad societal needs. This chapter takes as its starting place the importance of aligning general education with efforts to build a more just and equitable future. I argue that this process can begin in the day-to-day work of our classrooms. Specifically, I explore how critical pedagogical approaches can contribute to general education by reflecting on the design of a general education Medical Anthropology course at a public research university. I focus on how reflecting on and realigning power differentials in the classroom can promote teaching techniques that (1) make general education classes relevant to students; (2) support students in developing justice-oriented civic capabilities; and (3) build inclusive and accessible learning environments.
