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 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

• Hong Kong

• 1997.7 onwards

• 專上教育

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.

• 英文

會議論文

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

2024-10-09