In this Book

summary

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.

Table of Contents

  1. Cover
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  1. Half Title, Title Page, Copyright, Dedication
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  1. Contents
  2. pp. vii-x
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  1. Introduction: Unlocking SoTL’s Potential for Transformative Education
  2. Delores D. Liston, Regina Rahimi
  3. pp. xi-xxx
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  1. I. Examining Ethics toward Social Justice
  1. 1. Ethics and Social Justice: A Review of Theoretical Frameworks and Pedagogical Considerations
  2. Tiffany Chenneville
  3. pp. 3-14
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  1. 2. Teaching the Ethics of Caring: Using Nursing History to Integrate Race Consciousness into Professional Values
  2. Melissa Garno, Carole Bennett
  3. pp. 15-32
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  1. II. Focusing on Marginalized Groups in SoTL
  1. 3. The Scholarship of Teaching and Learning and the Status of Women
  2. Maxine P. Atkinson, Scott T. Grether
  3. pp. 35-49
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  1. 4. Teachers of Minorities as Agents of Change: A Global Model
  2. MaryJo Benton Lee, Diane Kayongo-Male
  3. pp. 50-74
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  1. III. Community Service, Activism, and Civic Consciousness
  1. 5. Learning as We Go: Risk Taking and Relationship Building through Service Learning in Belize
  2. Mary R. Moeller, Lonell Moeller, Susan L. Filler
  3. pp. 77-97
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  1. 6. Champions for Health in the Community: Critical Service Learning, Transformative Education, and Community Empowerment
  2. Karen Meaney, Jo An M. Zimmermann, Yongmei Lu, Gloria Martinez-Ramos, Jacquelyn McDonald
  3. pp. 98-116
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  1. 7. Teacher Candidates’ Dispositions for Civic Engagement and Social Responsibility: Discernment and Action
  2. Patricia Calderwood, Stephanie Burrell Storms, Thomas Grund, Nicole Battaglia, Emma Sheeran
  3. pp. 117-142
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  1. 8. Transforming Student Ideas about Community Using Asset-Based Community Development Techniques
  2. Lisa Garoutte
  3. pp. 143-161
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  1. 9. Transforming Awareness into Activism: Teaching Systems and Social Justice in an Interdisciplinary Water Course
  2. Cathy Willermet, Anja Mueller, David Alm
  3. pp. 162-174
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  1. IV. Classroom Practices of Reflection and Counternarratives
  1. 10. Swinging with a Double-Edged Sword: Using Counterstories to Fight for Social Justice in the Classroom
  2. Scott D. Farver, Alyssa Hadley Dunn
  3. pp. 177-188
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  1. 11. When Walking the Walk Changes the Talk: Using Critical Reflection to Inform Practices of Social Justice Research and Social Justice
  2. Sabrina Ross, Alma Stevenson
  3. pp. 189-208
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  1. 12. Consciousness Raising for Twenty-First-Century Faculty: Using Lessons from Diversity Flashpoints
  2. Alejandro Leguizamo, Jennifer Campbell
  3. pp. 209-227
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  1. 13. “The Way I View the World Has Changed”: Student and Teacher Reflections on Transformative Social Justice Education
  2. Annemarie Vaccaro, Athina Chartelain, Sarah D. Croft, Brooke D’Aloisio, Tiffany Hoyt, Brian Stevens
  3. pp. 228-240
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  1. 14. Using Attitude Measures and Student Narratives about Diversity to Enhance Multicultural Teaching Effectiveness
  2. Robert Lake, Kent Rittschof
  3. pp. 241-269
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  1. 15. Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences
  2. Erin Peters-Burton, Giuseppina Kysar Mattietti
  3. pp. 270-294
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  1. V. Applied Classroom Practices and Social Justice
  1. 16. Reimagining the Student Evaluation: Using Democratic Frameworks in College Teaching and Learning
  2. Phillis George
  3. pp. 297-308
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  1. 17. Minding the Brain: Three Dimensions of Cognition in Social Justice Curriculum
  2. Dan Glisczinski
  3. pp. 309-317
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  1. 18. Using Applied Learning to Engage with Social Justice: Lessons Learned from an Online Graduate Course in Social Justice
  2. James M. DeVita
  3. pp. 318-327
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  1. SoTL: Next Steps toward Social Justice
  2. Delores D. Liston, Regina Rahimi
  3. pp. 328-332
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  1. Index
  2. pp. 333-336
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Additional Information

ISBN
9780253031327
MARC Record
OCLC
989520070
Launched on MUSE
2017-11-01
Language
English
Open Access
No
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