TEACHING FOR SOCIAL JUSTICE IN THE MODERN ACADEMY: A REVIEW OF THE LITERATURE

by Gyunghee Park and Karl Kitching

November 2020

Introduction

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1. The Scholarship of Teaching and Learning (SoTL) and questions of social justice

1.1 Distinguishing approaches to social justice in education

1.2 The legacy of critical pedagogy scholarship

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2. Developing critical pedagogical stances: (re)connecting to the SoTL

2.1 Critically analysing ‘community engagement’

2.2 Foregrounding the context in which we teach

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3. A review of education and development initiatives for those who teach

3.1 Search strategy, screening and inclusion criteria

3.2 Data charting and analysis

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4. Findings and analysis

4.1 Developing an ethos of inclusivity amongst educators

4.2 Engaging in pedagogies of discomfort

4.3 Confronting educators’ diverse ‘social justice’ commitments

4.4. Institutional barriers to social change

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5. Discussion

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6. Conclusion

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Works cited