Proposal Title

The integration of social justice thinking in the classroom

Track

Non-Research Proposal / About SoTL

Proposal Abstract

Ways for students to think and process subject matter content has always been in the forefront of pedagogy. While “critical thinking,” “design thinking,” and “scientific reasoning” have transcended into cross-curricular application, the need for social justice thinking – Metacognitive Social Justice – is needed as well. Using Metacognitive Social Justice to guide our pedagogy allows for true integration of social justice into any class, developing a learner that embodies an awareness of others while they learn any subject matter content.

Proposal Description

The current call in higher education is to make sure that issues of equity, diversity, and culturally relevant pedagogy are driving changes in content and curriculum for students (AAC&U, 2016; ACE, 2016). If approached with the goal of creating social justice thinkers by centering pedagogy on cultivating this type of thinking with any content, then faculty can foster students with cognitive awareness and control that examines social access barriers and the social impact their content has on the world. A shift needs to occur from concentrating on social justice content to the development of an individual’s social justice thinking process - from emblematized social justice to embodied social justice, which is called metacognitive social justice (van Montfrans, in review). Metacognitive social justice is the awareness and control of one’s thoughts, purposefully examining new knowledge and experiences by consciously questioning who has equitable opportunities to obtain and use resources, and who is positively and negatively impacted because of their social identities (van Montfrans, in review). When metacognitive social justice guides classroom pedagogy, then true integration of social justice can occur in any class. This poster session will explain the foundational attributes of metacognitive social justice, how it is assessed using psychometrics, and what implications it may have on student development, faculty development, the SoTL, and university initiatives toward the integration of social justice on their campuses.

Session Format

Student Voices in SoTL Poster Session

Location

Room 2

Publication Type and Release Option

Event

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Mar 30th, 10:00 AM Mar 30th, 10:45 AM

The integration of social justice thinking in the classroom

Room 2

Ways for students to think and process subject matter content has always been in the forefront of pedagogy. While “critical thinking,” “design thinking,” and “scientific reasoning” have transcended into cross-curricular application, the need for social justice thinking – Metacognitive Social Justice – is needed as well. Using Metacognitive Social Justice to guide our pedagogy allows for true integration of social justice into any class, developing a learner that embodies an awareness of others while they learn any subject matter content.