{'fraction_non_alphanumeric': 0.0205819730305181, 'fraction_numerical': 0.0014194464158978, 'mean_word_length': 6.085427135678392, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Bodies Are Not Commodities: Examining A21 Curriculum’s Impact on Students’ Knowledge, Attitudes, and Advocacy About Anti-Human Trafficking Rights and Issues

ABSTRACT Research supports the notion that there are more people trapped by institutions of slavery than ever before. Human trafficking can include those who fall victim to forced labor conditions, sexual exploitation, human smuggling, and in certain instances, children are sexually exploited through commercialism. However, recently, law enforcement organizations and social justice networks have sought to eradicate human trafficking by increasing awareness to particularly vulnerable populations, through prevention and protection methods, and overall advocacy through international support forums. This mixed methods study explored how a social justice curriculum increased students' awareness about human trafficking. More specifically, the study highlights the impact of the Bodies are not Commodities curriculum on participants (from a targeted population demographic) who shared that they feel “better equipped” to combat human trafficking. Findings also revealed that participants were highly engaged in the content and as a result, the lessons had an influence on students‘ attitudes and positions of advocacy with regard to human trafficking. Recommendations and key considerations for teaching using social justice curricula are provided.