How can education become a transformative experience for all learners and teachers? The contributors to this volume contend that the Scholarship of Teaching and Learning (SoTL) can provide a strong foundation for the role of education in promoting social justice. The collection features contributions by an array of educators and scholars, highlighting the various ways that learners and teachers can prepare for and engage with social justice concerns. The essays offer reflections on the value of SoTL in relation to educational ethics, marginalized groups, community service and activism, counter narratives, and a range of classroom practices. Although the contributors work in a variety of disciplines and employ different theoretical frameworks, they are united by the conviction that education should improve our lives by promoting equity and social justice.
Recenzijas
"This is an exciting work that contributes a great deal to the clear goal of SOTL--the moral imperative to use evidence to improve student learning and support the development of informed citizens of the world." -Carol Hostetter, Indiana University
| Introduction: Unlocking SoTL's Potential for Transformative Education |
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xi | |
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I Examining Ethics toward Social Justice |
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1 Ethics and Social Justice: A Review of Theoretical Frameworks and Pedagogical Considerations |
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3 | (12) |
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2 Teaching the Ethics of Caring: Using Nursing History to Integrate Race Consciousness into Professional Values |
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15 | (20) |
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II Focusing on Marginalized Groups in SoTL |
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3 The Scholarship of Teaching and Learning and the Status of Women |
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35 | (15) |
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4 Teachers of Minorities as Agents of Change: A Global Model |
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50 | (27) |
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III Community Service, Activism, and Civic Consciousness |
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5 Learning as We Go: Risk Taking and Relationship Building through Service Learning in Belize |
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77 | (21) |
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6 Champions for Health in the Community: Critical Service Learning, Transformative Education, and Community Empowerment |
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98 | (19) |
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7 Teacher Candidates' Dispositions for Civic Engagement and Social Responsibility: Discernment and Action |
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117 | (26) |
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8 Transforming Student Ideas about Community Using Asset-Based Community Development Techniques |
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143 | (19) |
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9 Transforming Awareness into Activism: Teaching Systems and Social Justice in an Interdisciplinary Water Course |
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162 | (15) |
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IV Classroom Practices of Reflection and Counternarratives |
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10 Swinging with a Double-Edged Sword: Using Counterstories to Fight for Social Justice in the Classroom |
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177 | (12) |
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11 When Walking the Walk Changes the Talk: Using Critical Reflection to Inform Practices of Social Justice Research and Social Justice |
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189 | (20) |
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12 Consciousness Raising for Twenty-First-Century Faculty: Using Lessons from Diversity Flashpoints |
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209 | (19) |
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13 "The Way I View the World Has Changed": Student and Teacher Reflections on Transformative Social Justice Education |
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228 | (13) |
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14 Using Attitude Measures and Student Narratives about Diversity to Enhance Multicultural Teaching Effectiveness |
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241 | (29) |
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15 Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences |
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270 | (27) |
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Giuseppina Kysar Mattietti |
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V Applied Classroom Practices and Social Justice |
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16 Reimagining the Student Evaluation: Using Democratic Frameworks in College Teaching and Learning |
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297 | (12) |
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17 Minding the Brain: Three Dimensions of Cognition in Social Justice Curriculum |
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309 | (9) |
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18 Using Applied Learning to Engage with Social Justice: Lessons Learned from an Online Graduate Course in Social Justice |
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318 | (10) |
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| SoTL: Next Steps toward Social Justice |
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328 | (5) |
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| Index |
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333 | |
Delores D. Liston is Professor of Curriculum and Foundations at Georgia Southern University. She is author of Joy as a Metaphor of Convergence: A Phenomenological and Aesthetic Investigation of Social and Educational Change, (with Natalie Adams, Christine Shea and Bryan Deever) Learning to Teach: Critical Approaches to the field Experience, and (with Regina Rahimi) Pervasive Vulnerabilities: Sexual Harassment in School.
Regina Rahimi is Associate Professor and Interim Department Head of Secondary, Adult and Physical Education at Armstrong State University. She is author (with Delores D. Liston) of Pervasive Vulnerabilities: Sexual Harassment in School.
