This article describes a class titled Art and Human Rights: Western Sahara which provides an example of how to enact pedagogy that is "critical, democratic, moral and ethical--as much as it is about 'key skills' or 'deep' individual learning" (Walker, 2004, p. 131). The Arts and Human Rights: Western Sahara course and others like it are influenced by a social justice education model concerned with exposing social injustice and looking at the ways artists and, by extension, this class community can work toward creating a more just society, promoting self-determination and solidarity with others, and working toward ending oppression and healing its effects (Watts & Guessous, 2006). Partnering with refugee artists and youth from the Western Saharawi refugee camps, the opportunity created the kind of teaching and learning that fosters informed empathy, a disposition central to democratic societies. Curriculum was developed to provide tools, insights, and knowledge to help students take informed, empathetic action related to human rights and social justice issues via the arts, grounding theory with practice through a lived shared experience in contact with a group at a distance from our students' daily lives. The participants engaged with the work through interdisciplinary teaching and learning, partnering with other university programs, K-12 schools, and community organizations with shared interests. The co-teaching includes community service at local and international settings including this project with the Saharawi. These kinds of shared collaborations are an important tool toward fostering social justice and human rights. Embodying this learning in postsecondary programs provides an important avenue to supporting such programming in K-12 schools.