Promoting Social Justice through the Scholarship of Teaching and Learning

Description

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.

Introduction: Unlocking SoTL's potential for Transformative Education / Delores D. Liston and Regina Rahimi

I. Examining Ethics Towards Social Justice
1. Ethics and Social Justice: A Review of Theoretical Frameworks and
Approaches and Pedagogical Considerations / Tiffany Chenneville
2.Teaching the Ethics of Caring: Using Nursing History to Integrate Race Consciousness into Professional Values / Melissa Garno and Carole Bennett

II. Focusing on Marginalized Groups in SoTL
3. The Scholarship of Teaching and Learning and the Status of Women / Maxine Atkinson and Scott T. Grether
4. Teachers of Minorities as Change Agents: A Global Model / MaryJo Benton Lee and Diane Kayongo-Male

III. Community Service, Activism, and Civic Consciousness
5. Learning as We Go: Risk-Taking and Relationship-Building Through Service-Learning in Belize / Mary R. Moeller, Lonell Moeller, and Susan Filler
6. Champions for Health in the Community: Critical Service-Learning, Transformative Education and Community Empowerment / Karen S. Meaney, Jo An M. Zimmermann, Gloria Martinez-Ramos, Yongmei Lu, and Jackie McDonald
7. Teacher Candidates' Dispositions for Civic Engagement and Social
Responsibility: Discernment and Action / Patricia Calderwood, Stephanie Burrell Storms, Thomas Grund, Nicole Battaglia, and Emma Sheeran
8. Transforming Student Ideas about Community Using Asset-Based Community Development Techniques / Lisa Garoutte
9. Transforming Awareness into Activism: Teaching Systems and Social Justice in an Interdisciplinary Water Course / Cathy Willermet, Anja Mueller, and David Alm

IV. Classroom Practices of Reflection and Counter Narratives
10. Swinging with a Double-Edged Sword: Using Counterstories to Fight for
Social Justice in the Classroom / Scott D. Farver and Alyssa H. Dunn
11. When Walking the Walk Changes the Talk: Using Critical Reflection to Inform Practices of Social Justice Research and Social Justice Education / Sabrina Ross and Alma Stevenson
12. Consciousness Raising for 21st Century Faculty: Using Lessons from
Diversity Flashpoints / Alejandro Leguizamo and Jennifer Campbell
13. "The Way I View the World Has Changed": Student and Teacher Reflections on Transformative Social Justice Education / Annemarie Vaccaro, Athina Chartelain, Sarah Croft, Brooke D'Aloisio, Tiffany Hoyt, and Brian Stevens
14. Using Attitude Measures and Student Narratives about Diversity to Enhance Multicultural Teaching Effectiveness / Robert Lake and Kent Rittschof
15. Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences / Erin E. Peters-Burton and Giuseppina Kysar Mattietti

V. Applied Classroom Practices and Social Justice
16. Reimagining the Student Evaluation: Using Democratic Frameworks in College Teaching and Learning / Phillis L. George
17. Minding the Brain: Three Dimensions of Cognition in Social Justice Curriculum / Daniel J. Glisczinski
18. Using Applied Learning to Engage with Social Justice: Lessons Learned from an Online Graduate Course in Social Justice / James M. DeVita

Conclusion
SOTL: Next Steps Toward Social Justice / Delores D. Liston and Regina Rahimi
Index

Sujets

• EDUCATION
• Scholarship of Teaching and Learning
• Higher
• Level
• School
• Higher education
• Research

Informations

• Publié par: Indiana University Press
• Date de parution: 02 octobre 2017
• Nombre de lectures: 0
• EAN13: 9780253031327
• Langue: English

Extrait

PROMOTING SOCIAL JUSTICE THROUGH THE SCHOLARSHIP OF TEACHING AND LEARNING
SCHOLARSHIP OF TEACHING AND LEARNING
Jennifer Meta Robinson, Whitney M. Schlegel, and Mary Taylor Huber, editors
PROMOTING SOCIAL JUSTICE THROUGH THE SCHOLARSHIP OF TEACHING AND LEARNING
Edited by Delores D. Liston and Regina Rahimi
Indiana University Press
This book is a publication of
Indiana University Press
Office of Scholarly Publishing
Herman B Wells Library 350
1320 East 10th Street
Bloomington, Indiana 47405 USA
iupress.indiana.edu
2017 by Indiana University Press
All rights reserved
No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The Association of American University Presses Resolution on Permissions constitutes the only exception to this prohibition.
The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992.
Manufactured in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Liston, Delores D., editor. | Rahimi, Regina, [date] editor.
Title: Promoting social justice through the scholarship of teaching and learning / edited by Delores D. Liston and Regina Rahimi.
Description: Bloomington, Indiana : Indiana University Press, 2017. | Series: Scholarship of teaching and learning | Includes bibliographical references and index. | Description based on print version record and CIP data provided by publisher; resource not viewed.
Identifiers: LCCN 2017027026 (print) | LCCN 2017001602 (ebook) | ISBN 9780253031327 (eb) | ISBN 9780253031310 (cl : alk. paper) | ISBN 9780253029645 (pb : alk. paper)
Subjects: LCSH: Social justice-Study and teaching. | Transformative learning.
Classification: LCC LC192.2 (print) | LCC LC192.2 .P76 2017 (ebook) | DDC 370.11/5-dc23
LC record available at https://lccn.loc.gov/2017027026
1 2 3 4 5 22 21 20 19 18 17
We would like to dedicate the volume to the memory of our colleague and friend, Lorraine Sophia Gilpin (1971-2014) .
Also, Dr. Liston would like to acknowledge the support of Georgia Southern University and the College of Education for educational leave that was granted to her in the spring of 2015 to work on this edited volume and prepare the prospectus we submitted to Indiana University Press .
Contents
Introduction: Unlocking SoTL s Potential for Transformative Education Delores D. Liston and Regina Rahimi
I. Examining Ethics toward Social Justice
1 Ethics and Social Justice: A Review of Theoretical Frameworks and Pedagogical Considerations Tiffany Chenneville
2 Teaching the Ethics of Caring: Using Nursing History to Integrate Race Consciousness into Professional Values Melissa Garno and Carole Bennett
II. Focusing on Marginalized Groups in SoTL
3 The Scholarship of Teaching and Learning and the Status of Women Maxine P. Atkinson and Scott T. Grether
4 Teachers of Minorities as Agents of Change: A Global Model MaryJo Benton Lee and Diane Kayongo-Male
III. Community Service, Activism, and Civic Consciousness
5 Learning as We Go: Risk Taking and Relationship Building through Service Learning in Belize Mary R. Moeller, Lonell Moeller, and Susan L. Filler
6 Champions for Health in the Community: Critical Service Learning, Transformative Education, and Community Empowerment Karen Meaney, Jo An M. Zimmermann, Yongmei Lu, Gloria Martinez-Ramos, and Jacquelyn McDonald
7 Teacher Candidates Dispositions for Civic Engagement and Social Responsibility: Discernment and Action Patricia Calderwood, Stephanie Burrell Storms, Thomas Grund, Nicole Battaglia, and Emma Sheeran
8 Transforming Student Ideas about Community Using Asset-Based Community Development Techniques Lisa Garoutte
9 Transforming Awareness into Activism: Teaching Systems and Social Justice in an Interdisciplinary Water Course Cathy Willermet, Anja Mueller, and David Alm
IV. Classroom Practices of Reflection and Counternarratives
10 Swinging with a Double-Edged Sword: Using Counterstories to Fight for Social Justice in the Classroom Scott D. Farver and Alyssa Hadley Dunn
11 When Walking the Walk Changes the Talk: Using Critical Reflection to Inform Practices of Social Justice Research and Social Justice Sabrina Ross and Alma Stevenson
12 Consciousness Raising for Twenty-First-Century Faculty: Using Lessons from Diversity Flashpoints Alejandro Leguizamo and Jennifer Campbell
13 The Way I View the World Has Changed : Student and Teacher Reflections on Transformative Social Justice Education Annemarie Vaccaro, Athina Chartelain, Sarah D. Croft, Brooke D Aloisio, Tiffany Hoyt, and Brian Stevens
14 Using Attitude Measures and Student Narratives about Diversity to Enhance Multicultural Teaching Effectiveness Robert Lake and Kent Rittschof
15 Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences Erin Peters-Burton and Giuseppina Kysar Mattietti
V. Applied Classroom Practices and Social Justice
16 Reimagining the Student Evaluation: Using Democratic Frameworks in College Teaching and Learning Phillis George
17 Minding the Brain: Three Dimensions of Cognition in Social Justice Curriculum Dan Glisczinski
18 Using Applied Learning to Engage with Social Justice: Lessons Learned from an Online Graduate Course in Social Justice James M. DeVita
SoTL: Next Steps toward Social Justice Delores D. Liston and Regina Rahimi
Index
Introduction: Unlocking SoTL s Potential for Transformative Education
Delores D. Liston and Regina Rahimi
T HE S CHOLARSHIP OF Teaching and Learning (SoTL) represents a movement in higher education to revolutionize scholarship in relationship to teaching.
Many scholars enter academia because they want to conduct cutting-edge research in their fields. So they become experts in their particular fields, and then, once they ve obtained the coveted terminal degree and landed a tenure-track position at a college or university, they discover that in addition to researching and writing about their area of expertise, they must teach undergraduate or graduate students or both. For these faculty members, research is primary and teaching is secondary. Teaching is often viewed as a hindrance to their real work as scholars, which involves presenting and publishing their research findings.
For others, obtaining the terminal degree is a means to the ends of entering a teaching profession at the collegiate level. Members of this group might have started as K-12 teachers, but their goal is to teach in higher education (generally for less pay than they earned in public schools, but that is a story for another day). For these faculty members, teaching is primary and research is secondary. Researching becomes a task they must do in order to remain in their teaching post at the college or university.
At this point, I m sure there are some readers wondering about the third leg of the academic stool: service. For most college and university faculty, the service component (service to the profession and service to the institution) remains tertiary. Although I m sure there are some who enter the realm of college teaching in order to serve on various institutional, departmental, and even professional committees, this cadre is fewer in number. Further, this cadre also moves quickly into administrative positions within the university, places where teaching and scholarship become secondary to the business of managing the institution. Therefore, for the most part, the service component of academic life is outside the scope of this volume. Activities of teaching and learning, on the other hand, are central to the discourse of this text and form the basis of SoTL.
Whether teaching or research is primary for an individual faculty member, a tension between these two aspects of being a college professor undoubtedly exists. For the former group, teaching is an activity that pulls the researcher away from the primary task at hand and interrupts the flow of the research and scholarship process. For the latter group, researching and scholarship are drudgery, activities that must be completed to justify their continuation in the academy.
SoTL has emerged as a vehicle with the potential to resolve, or perhaps better stated dissolve , the tension between research and teaching that has plagued academia. Seemingly simple, the idea behind SoTL is that teaching is a scholarly activity (Boyer, 1990; Menges Weimer, 1996). Therefore, scholars ought to recognize that their teaching and their research need not be at odds with one another, but rather scholarship should support teaching and teaching should support scholarship.
The Scholarship of Teaching and Learning has great potential as a vehicle to elevate the work of teaching, improve classroom engagement practices, and enable us to learn more about pedagogy, classroom management, and most importantly our students. This opportunity to explore our personal interactions with our students, the sociology behind teaching, and the diverse perspectives explored through a teaching and learning relationship is perhaps the most powerful promise of SoTL. Examination of social justice and opportunity for equity in the work of SoTL is what the contributions of this text hope to provide.
What Is SoTL?
As noted earlier, SoTL is a movement within higher education that seeks to revolutionize scholarship in relation to teaching. As Gilpin and Liston (2009) n