Developing Critical Social Justice Literacy in an Online Seminar

被引:9
|
作者
Bondy, Elizabeth [1 ]
Hambacher, Elyse [2 ]
Murphy, Amy S. [3 ]
Wolkenhauer, Rachel [4 ]
Krell, Desi [3 ]
机构
[1] Univ Florida, Sch Teaching & Learning, Gainesville, FL 32611 USA
[2] Univ New Hampshire, Durham, NH 03824 USA
[3] Univ Florida, Curriculum Teaching & Teacher Educ, Gainesville, FL 32611 USA
[4] Penn State Univ, Curriculum & Supervis, University Pk, PA 16802 USA
关键词
D O I
10.1080/10665684.2015.1025652
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators' perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators. Education at its best is an enterprise geared to helping every human being reach the full measure of his or her humanity, inviting people on a journey to become more thoughtful and more capable, more powerful and courageous, more exquisitely human in their projects and their pursuits. (Ayers, Quinn, & Stovall, 2009, p. 725)
引用
收藏
页码:227 / 248
页数:22
相关论文
共 50 条