The scholarship of teaching and learning from a social justice perspective
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Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
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
Citation
Brenda Leibowitz & Vivienne Bozalek (2016) The scholarship of teaching and learning from a social justice perspective, Teaching in Higher Education, 21:2, 109-122, DOI: 10.1080/13562517.2015.1115971