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InSight: A Journal of Scholarly Teaching, v5 p88-105 2010

In this article, we investigate what happened when, contrary to the typical isolation of faculty in higher education, a group of higher educators from various disciplines in a graduate school of education met regularly to discuss issues related to our teaching and social justice. More specifically, we explored the following research question: How does collaboration among higher educators from various disciplines shape their beliefs and practices of teaching for social justice? Over three years of collaboration and conversation, not only did we expand our own knowledge and understandings of notions of social justice, but we began to take important steps towards increasing our social justice actions in our teaching. This article explores our efforts to create a self-directed professional development group of higher educators and provides suggestions for similarly interested higher educators.

Descriptors: Social Justice, Educational Change, Professional Development, Beliefs, Teacher Collaboration, Communities of Practice, Educational Practices, College Faculty, Adult Learning, Teacher Education, Interdisciplinary Approach, Transformative Learning, Program Descriptions

Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl[at]park.edu; Web site: http://www.insightjournal.net/





Autor: Ness, Molly K.; George, Marshall A.; Turner, Kristen Hawley; Bolgatz, Jane

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2268&id=EJ902866



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