Social Justice in the Classroom: Through the Scholarship of Teaching and Learning
Location
Room 129
Proposal Track
Research Project
Session Format
Round Table
Preferred Time
Friday morning
Abstract
GERA 2015 Proposal:
Social Justice in the Classroom:
Through the Scholarship and Teaching and Learning
This presentation and the study that informed it demonstrates the potential SoTL has for encouraging transformative education that seeks to ignite passion for learning connected to changing the world for the betterment of humanity and to highlight the current state of SoTL through an examination of literature in the field.
Our study is concerned with two overarching questions: “How can SoTL be used to make education a transformative experience for all learners and teachers?” and “To what extent does the literature on SoTL suggest this is the focus of the scholarship of teaching and learning?”
To address this question, two extensive literature reviews have been conducted. The initial literature review investigated 252 journal articles, 8 books, and 63 conference presentations .The more recent review of literature investigated 431 journal articles. The findings from this review will be discussed further in this paper.
Our findings will be discussed in the presentation as well as a discussion of the potential of SoTL for impacting social justice practice and transformative education.
Keywords
social justice, transformative education, teaching and learning
Recommended Citation
Rahimi, Regina and liston, delores, "Social Justice in the Classroom: Through the Scholarship of Teaching and Learning" (2015). Georgia Educational Research Association Conference. 44.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/44
Social Justice in the Classroom: Through the Scholarship of Teaching and Learning
Room 129
GERA 2015 Proposal:
Social Justice in the Classroom:
Through the Scholarship and Teaching and Learning
This presentation and the study that informed it demonstrates the potential SoTL has for encouraging transformative education that seeks to ignite passion for learning connected to changing the world for the betterment of humanity and to highlight the current state of SoTL through an examination of literature in the field.
Our study is concerned with two overarching questions: “How can SoTL be used to make education a transformative experience for all learners and teachers?” and “To what extent does the literature on SoTL suggest this is the focus of the scholarship of teaching and learning?”
To address this question, two extensive literature reviews have been conducted. The initial literature review investigated 252 journal articles, 8 books, and 63 conference presentations .The more recent review of literature investigated 431 journal articles. The findings from this review will be discussed further in this paper.
Our findings will be discussed in the presentation as well as a discussion of the potential of SoTL for impacting social justice practice and transformative education.
