Proposal Title

Revisiting Transformative Education in the Scholarship of Teaching and Learning

Track

Non-Research Proposal / About SoTL

Proposal Abstract

In this presentation, I share the results of a review of SoTL literature I completed as a follow-up to "Transformative Education in the Scholarship of Teaching and Learning: An Analysis of SoTL Literature," a 2009 article by Lorraine Gilpin and Delores Liston, who examined whether the commons was being utilized to forward a transformative teaching agenda. At that time, they found a promising but still marginal discourse around critical transformation. In my updated review, I explore whether the commons is now promoting pedagogies that are responsive to the sociopolitical context in which teaching and learning are occurring.

Proposal Description

In this presentation, I share the results of a review of SoTL literature I completed as a follow-up to "Transformative Education in the Scholarship of Teaching and Learning: An Analysis of SoTL Literature," a 2009 article by Lorraine Gilpin and Delores Liston that appeared in the International Journal for the Scholarship of Teaching and Learning. In their review, the authors explored whether the commons was being utilized to forward a transformative teaching agenda. At that time, they found a promising but still marginal discourse around critical transformation. While there were relatively few studies that explicitly expressed a social justice agenda, Gilpin and Liston found that “SoTL as a movement has tremendous potential to broaden its impact by making the remedying of social ills an explicit part of its agenda” (p. 6). In my updated review of SoTL literature published since 2009, I follow the same procedures established by Gilpin and Liston to conduct an analysis of SoTL literature in order to examine how the discourse around critical transformation has developed since their initial inquiry. In order to situate my own work on critical pedagogy within current literature and to understand what it might contribute to SoTL work, I explore whether the commons is now promoting pedagogies that are responsive to the sociopolitical context in which teaching and learning are occurring. To engage the audience in the presentation, I plan to conduct a small group activity in which participants examine a group of titles to predict if they address transformative pedagogies. The titles will be grouped by journal issues. We will create an interactive graph to determine which journals were predicted to have the greatest number of articles that address critical pedagogy and then compare that graph to my actual findings.

Session Format

Presentation Session

Location

Room 2

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 11:00 AM Mar 30th, 11:45 AM

Revisiting Transformative Education in the Scholarship of Teaching and Learning

Room 2

In this presentation, I share the results of a review of SoTL literature I completed as a follow-up to "Transformative Education in the Scholarship of Teaching and Learning: An Analysis of SoTL Literature," a 2009 article by Lorraine Gilpin and Delores Liston, who examined whether the commons was being utilized to forward a transformative teaching agenda. At that time, they found a promising but still marginal discourse around critical transformation. In my updated review, I explore whether the commons is now promoting pedagogies that are responsive to the sociopolitical context in which teaching and learning are occurring.