scholarly journals Empowering first year (post-matric ) students in basic research skills: a strategy for education for social justice

2011 ◽  
Vol 31 (3) ◽  
pp. 447-457 ◽  
Author(s):  
Constance Zulu ◽  
Keyword(s):  
Social Justice ◽  
Basic Research ◽  
First Year ◽  
Research Skills

scholarly journals Learner-Created Podcasts: Fostering Information Literacies in a Writing Course

2019 ◽  
Vol 29 ◽  
pp. 51-63
Author(s):  
Stephanie Bell
Keyword(s):  
Meaning Making ◽  
Undergraduate Research ◽  
Writing Pedagogy ◽  
First Year ◽  
Digital Writing ◽  
Research Skills ◽  
Writing Project ◽  
Constructive Developmental ◽  
Digital Environments ◽  
Professional Writers

This paper describes an experimental learner-created podcasting assignment in a first-year This paper describes an experimental learner-created podcasting assignment in a first-year undergraduate research skills course for professional writers. The podcasting assignment serves asa contextualized experiential writing project that invites students to refine their research skills by participating in the invention of an emerging genre of radio storytelling. The power of the podcast assignment lies in the liminal space it creates for learners. It moves students beyond familiar andregimented essay conventions to an unstable writing environment where digital tools for producing, publishing, and negotiating meaning offer a range of possible audiences, modalities, forms, and modes of meaning making. This space creates the pedagogical conditions for epistemic development, through which students adopt as their own the research practices of adept and experienced writers. The multiple demands of this course on writing, research, and digital environments generates the beginnings of interdisciplinary writing pedagogy involving Kent’s (1993, 1999) postprocess mindset, the ACRL’s (2015) Framework for Information Literacy in Higher Education, Baxter Magolda’s (1999) constructive-developmental pedagogy, and Arroyo (2013)’s elaboration of participatory digital writing pedagogy.

Research Becomes You: Cultivating EdD Students’ Identities as Educational Leaders and Researchers and a “Learning by Doing” Meta-Study

2016 ◽  
Vol 12 (3) ◽  
pp. 273-301 ◽  
Author(s):  
Ray R. Buss ◽  
Andrea Avery
Keyword(s):  
Qualitative Data ◽  
Possible Selves ◽  
Leadership Skills ◽  
Educational Leaders ◽  
Learning By Doing ◽  
First Year ◽  
Research Skills ◽  
First Year Students ◽  
Education Doctorate ◽  
Program Leaders

We examined how end-of-first-year students in a Carnegie Project on the Education Doctorate (CPED)-affiliated EdD program were developing professional identities as educational leaders and researchers. Quantitative and qualitative data revealed substantial development of leadership skills, but even greater growth in perceptions of research skills. Qualitative data indicated students “tried out” leadership and research skills in their workplaces. These provisional efforts were consistent with the notion of possible selves or provisional selves in which individuals try on identities. Implications for program leaders and students are also discussed. In addition, we reported on a-study-within-a-study: We examined our efforts in learning/teaching research skills as the study was conducted.

scholarly journals Eportfolios as Reflective Assessment of Social Justice

2021 ◽  
Vol 6 (1) ◽  
pp. 22-28
Author(s):  
James Gallen
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
Legal Education ◽  
Lessons Learned ◽  
University Education ◽  
First Year ◽  
Prior Learning ◽  
Reflective Assessment ◽  
Student Reflection ◽  
Critical Approaches

This article explores the potential for eportfolios to contribute to the development of student critical awareness of social justice, including the role of the university as a social justice actor, through module assessment. It will critically address how eportfolios were introduced in 2019-20 to assess student reflection on social justice in a first year law module ‘Critical Approaches to Law’ at DCU. To date, there has been a slow adoption of eportfolios in Irish higher education (Farrell 2018). Although there is some evidence of reflective assessment in comparative legal education, especially in schools with an emphasis on socio-legal approaches to law, and in clinical legal education, there is limited analysis of eportfolio assessment in classroom-based or blended legal education, (Waye and Faulkner 2012) and none in the Irish context.   The article will discuss the motivation to use eportfolios; the benefits, challenges and lessons learned in the design of the assessment, and the first time experience for the educator of marking and student experience of eportfolios. It assesses eportfolios as a mechanism for prompting student reflection and the development of critical thinking, (Farrell 2019) with a particular reflective focus on social justice and university education as a social justice experience. (Connell 2019). It queries the extent to which eportfolios enable students to incorporate prior learning experiences to their reflection, (Chen and Black 2010) and for students self-determine the parameters of their personal interaction with social justice questions raised by the experience in the module and their lived experience. (Brooman and Stirk 2020)

Delmos Jones and the End of Neutrality

2018 ◽  
pp. 52-67
Author(s):  
Elgin L. Klugh
Keyword(s):  
Social Justice ◽  
Basic Research ◽  
The Political ◽  
Anthropological Research ◽  
Theoretical Paradigms ◽  
The Way

Delmos Jones identified with the political marginality and socioeconomic struggles of his subjects and sought ways to direct anthropological research toward the dismantling of oppression and inequality. Jones was dissatisfied with the way theoretical paradigms, praxis, and outcomes in anthropological research were supportive of, or neutral to, oppressive ends. In the place of these practices and outcomes, he envisioned a praxis strongly committed to the goals of justice and equality for oppressed populations. This chapter explores Jones’s quest for an anthropology of equality and social justice through his discussions on the ethics of basic research and his theoretical contributions to native anthropology.

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