Academic Journal
'I Can't Unsee What I've Seen:' Doing Social Justice Pedagogy in the Research Methods Classroom
| العنوان: | 'I Can't Unsee What I've Seen:' Doing Social Justice Pedagogy in the Research Methods Classroom |
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| اللغة: | English |
| المؤلفون: | Maria J. Veri, Sherria Taylor (ORCID |
| المصدر: | Teaching in Higher Education. 2024 29(4):987-1003. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | National Institute of General Medical Sciences (NIGMS) (DHHS/NIH) |
| Contract Number: | 1UL1GM118985 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Justice, Research Methodology, Teaching Methods, Educational Research, Undergraduate Students, Class Activities, College Faculty, Course Content, Teaching Styles |
| DOI: | 10.1080/13562517.2022.2048368 |
| تدمد: | 1356-2517 1470-1294 |
| مستخلص: | Discourse surrounding social justice pedagogy (SJP) as a means of addressing the historic inequities in education is increasing in education research. Qualitative research, however, examining experiences of educators doing SJP is still lacking, particularly in higher education. We trained three faculty instructors of undergraduate research courses in principles of SJP and several classroom activities grounded in these principles. Analysis of critically-reflexive reflections and interviews revealed four themes related to doing SJP: Intentionality; Vulnerability; Holding Tension; and Meaningful Teaching Experience. Findings provide an intrapersonal framework for doing SJP and implications for supportive learning circles and institutional support. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1420362 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1356-2517 1470-1294 |
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| DOI: | 10.1080/13562517.2022.2048368 |