学生为社会正义发声的教学方法

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2023-03-09 DOI:10.1080/13562517.2023.2183770

Carla Briffett Aktaş, K. Wong, Wing Fun Oliver Kong, Choi Pat Ho

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引用次数: 0

摘要

为了在高等教育中创造一种社会公正的教学方法，我们使用Fraser的社会公正框架创建了一种新的教学方法——学生为社会公正发声（SVSJ）。SVSJ通过开发一个共同构建的学习空间来强调学生的声音和赋权，学生可以在这里影响课堂的程序和内容。应用参与式行动研究（标准杆数）方法，我们探讨了从事SVSJ的学生的技能发展。学生们在访谈中强调了五个主要学习成果（自我学习、批判性思维、知识生成、认知发展和声音表达），以及实施该模型的挑战。通过使用SVSJ，学生对其身份群体的认可和代表性得到了增强，他们所掌握的知识通过积极参与重新分配给同龄人和讲师。此外，他们还掌握了能够在教育和未来生活中增强能力的技能。

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The student voice for social justice pedagogical method

To create a socially just teaching method in higher education (HE), we used Fraser’s social justice framework to create a new pedagogical method called student voice for social justice (SVSJ). SVSJ emphasizes student voice and empowerment by developing a co-constructed learning space where students can influence the procedure and content of the class. Applying a participatory action research (PAR) methodology, we explore the skill development of students engaged in SVSJ. Students highlighted five primary learning outcomes (self-learning, critical thinking, knowledge generation, cognitive development, and expression of voice) in the interviews as well as challenges in implementing the model. By employing SVSJ, students’ recognition and representation of their identity groups are enhanced, and the knowledge held by them is redistributed to peers and the lecturer through active participation. In addition, they are equipped with skills that can empower them in their education and future life.

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.