Student voice: Social justice principles to the pedagogical planning process in higher education

Student voice: Social justice principles to the pedagogical planning process in higher education

• Wong, Koon Lin The Education University of Hong Kong
• Briffett Aktas, C.

Conference on impact for educational equity: Dialogues and pathways for diversity and inclusion (2024: Hong Kong)

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

To create a socially just teaching method in higher education (HE), we used Fraser’s social justice framework to create a new pedagogical method called student voice for social justice (SVSJ). SVSJ emphasizes student voice and empowerment by developing a co-constructed learning space where students can influence the procedure and content of the class. Applying a participatory action research (PAR) methodology, we explore the skill development of students engaged in SVSJ. Students highlighted five primary learning outcomes (self-learning, critical thinking, knowledge generation, cognitive development, and expression of voice) in the interviews as well as challenges in implementing the model. By employing SVSJ, students’ recognition and representation of their identity groups are enhanced, and the knowledge held by them is redistributed to peers and the lecturer through active participation. In addition, they are equipped with skills that can empower them in their education and future life. Copyright © 2024 The Education University of Hong Kong. All Rights Reserved.

Paper presented at Conference on impact for educational equity: Dialogues and pathways for diversity and inclusion, Hong Kong, China.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/2c233256

2024-10-09