The scholarship of teaching and learning from a social justice perspective
Loading...
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Abstract
We argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for a social justice approach to inform the SoTL. It focuses on the implications for professional learning, as an aspect of the SoTL which has been neglected. The tripartite account of participatory parity as advanced by Nancy Fraser is shown to be a valuable frame to describe instances of social justice, as well as the kind of institutional arrangements that should be instituted to support participatory parity. Alongside this, the notion of a ‘pedagogy of discomfort’ is shown to be an effective, but challenging means to advance awareness of justice and injustice amongst academics. The article draws on examples from three action based research projects run by the authors.
Description
Keywords
Scholarship of teaching and learning, Social justice, Participatory parity, Professional development, Pedagogy of discomfort, Socially just pedagogies
Citation
Leibowitz, B. & Bozalek, V. (2016). The scholarship of teaching and learning from a social justice perspective. Teaching in Higher Education, 21(2): 109-122