Promoting Social Justice through the Scholarship of Teaching and Learning

Promoting Social Justice through the Scholarship of Teaching and Learning

Edited by Delores D. Liston and Regina Rahimi
Distribution: Global
Publication date: 10/03/2017
Format: Paperback 10 b&w illus., 18 tables
ISBN: 978-0-253-02964-5
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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.

Author Bio

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.


“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

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Table of Contents

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

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