The scholarship of teaching and learning from a social justice perspective

Brenda Leibowitz, Vivienne Bozalek

Research output: Contribution to journalArticlepeer-review

57 Citations (Scopus)

Abstract

We argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for a social justice approach to inform the SoTL. It focuses on the implications for professional learning, as an aspect of the SoTL which has been neglected. The tripartite account of participatory parity as advanced by Nancy Fraser is shown to be a valuable frame to describe instances of social justice, as well as the kind of institutional arrangements that should be instituted to support participatory parity. Alongside this, the notion of a ‘pedagogy of discomfort’ is shown to be an effective, but challenging means to advance awareness of justice and injustice amongst academics. The article draws on examples from three action based research projects run by the authors.

Original languageEnglish
Pages (from-to)109-122
Number of pages14
JournalTeaching in Higher Education
Volume21
Issue number2
DOIs
Publication statusPublished - 17 Feb 2016

Keywords

  • Scholarship of teaching and learning
  • participatory parity
  • pedagogy of discomfort
  • professional development
  • social justice

ASJC Scopus subject areas

  • Education

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