Unlocking SoTL’s Potential for Transformative Education
Abstract
This proposed paper presentation explores the foundations of SoTL in order to excavate the potential for SoTL to support transformative education and critical pedagogy. The conceptualization of the commons, and re-conceptualization of the classroom as space for scholarly praxis, establishes moral and pedagogical imperatives for SoTL to participate in the promotion of social justice (Huber and Hutchings, 2005; Hutchings, 2002; Shulman, 2002; and Huber and Morreale, 2002). Thus, clearly, SoTL promotes concepts of social justice, inclusion of diverse perspectives and critical dimensions of pedagogy. For this reason, SoTL may be (or become) a vehicle for “transformative education” (hooks, 1994). This paper seeks to unlock SoTL’s potential for transformative education (Gilpin & Liston, 2009) through exploration of the unique perspective offered through development of pedagogical innovations supported through the commons. This paper will take on the question: “How can SoTL be used to make education a transformative experience for all learners and teachers?” To address this question, this presentation will explicate the characteristics and value base common to SoTL, transformative education and critical pedagogy, focusing on the ways in which these three threads can be braided together to support social justice through the commons, supporting learning and teaching.
References:
Gilpin, L. S., Liston, D. (2009). “Transformative Education in the Scholarship of Teaching and Learning: An Analysis of SoTL Literature.” International Journal for the Scholarship of Teaching and Learning, 3(2). http://academics.georgiasouthern.edu/ijsotl/index.htm
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. NY: Routledge.
Huber, M. T. and Hutchings, P. (2005). “Surveying the scholarship of teaching and learning.” The Advancement of Learning: Building the Teaching Commons. San Francisco: Jossey-Bass.
Huber, M. T. and Morreale, S. M. (2002). Situating the scholarship of teaching and learning: A cross-disciplinary conversation. Introduction to Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. http:www.carnegiefoundation.org/publications/pub.asp
Hutchings, P. (Ed.). (2002). Ethics of inquiry: Issues in the scholarship of teaching and learning. CA: The Carnegie Foundation for the Advancement of Teaching.
Shulman, L. S. (2002). “Forward” in Ethics of Inquiry: Issues in the scholarship of teaching and learning. CA: The Carnegie Foundation for the Advancement of Teaching and Learning.
Location
Room 2002
Recommended Citation
Liston, Delores, "Unlocking SoTL’s Potential for Transformative Education" (2015). SoTL Commons Conference. 148.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/148
Unlocking SoTL’s Potential for Transformative Education
Room 2002
This proposed paper presentation explores the foundations of SoTL in order to excavate the potential for SoTL to support transformative education and critical pedagogy. The conceptualization of the commons, and re-conceptualization of the classroom as space for scholarly praxis, establishes moral and pedagogical imperatives for SoTL to participate in the promotion of social justice (Huber and Hutchings, 2005; Hutchings, 2002; Shulman, 2002; and Huber and Morreale, 2002). Thus, clearly, SoTL promotes concepts of social justice, inclusion of diverse perspectives and critical dimensions of pedagogy. For this reason, SoTL may be (or become) a vehicle for “transformative education” (hooks, 1994). This paper seeks to unlock SoTL’s potential for transformative education (Gilpin & Liston, 2009) through exploration of the unique perspective offered through development of pedagogical innovations supported through the commons. This paper will take on the question: “How can SoTL be used to make education a transformative experience for all learners and teachers?” To address this question, this presentation will explicate the characteristics and value base common to SoTL, transformative education and critical pedagogy, focusing on the ways in which these three threads can be braided together to support social justice through the commons, supporting learning and teaching.
References:
Gilpin, L. S., Liston, D. (2009). “Transformative Education in the Scholarship of Teaching and Learning: An Analysis of SoTL Literature.” International Journal for the Scholarship of Teaching and Learning, 3(2). http://academics.georgiasouthern.edu/ijsotl/index.htm
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. NY: Routledge.
Huber, M. T. and Hutchings, P. (2005). “Surveying the scholarship of teaching and learning.” The Advancement of Learning: Building the Teaching Commons. San Francisco: Jossey-Bass.
Huber, M. T. and Morreale, S. M. (2002). Situating the scholarship of teaching and learning: A cross-disciplinary conversation. Introduction to Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. http:www.carnegiefoundation.org/publications/pub.asp
Hutchings, P. (Ed.). (2002). Ethics of inquiry: Issues in the scholarship of teaching and learning. CA: The Carnegie Foundation for the Advancement of Teaching.
Shulman, L. S. (2002). “Forward” in Ethics of Inquiry: Issues in the scholarship of teaching and learning. CA: The Carnegie Foundation for the Advancement of Teaching and Learning.
