CRITICAL REFLECTION: STUDENTS' RESPONSES TO SOCIAL JUSTICE CURRICULUM VARIATIONS
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| Natura: | Recurso digital |
| Lingua: | inglese |
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Zenodo
2022
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| _version_ | 1866901381913247744 |
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| author | Tarin, Amanda |
| author_facet | Tarin, Amanda |
| contents | <p>Social justice education aims to foster critical reflection, or the process of developing awareness and asking questions about the social structures of marginalized groups of people (Diemer et al., 2016), to help both students and educators develop an awareness of their privilege and oppression (Bell, 2007; Adams, 2007; Gallor, 2017). One key component of social justice education is students’ development of critical consciousness, or an awareness of social, economic, and power structures applied towards actions opposing oppressive systems (Diemer et al., 2016; Freire, 1970/2005). Although I am not looking at critical consciousness, I aim to look at critical reflection which is the first step towards critical consciousness. A previous study examined student reflections in a social justice education class with service-learning and found students shifted from thinking of social justice as a conceptual idea to acknowledging the system and social inequalities. The purpose of this study is to expand on Saavedra et al., (in press) to explore students’ levels of critical reflection based on two types of prompts (guided and unguided) in an undergraduate developmental psychology course that integrated a social justice framework. The current qualitative study examined two prompt reflective assignments from 30 students. The overall findings suggest there were differences in level of critical reflection across the two prompts, with the guided prompt resulting in most students engaging in identity and social reflections. However, overall students did not reflect a notable change in discussing ways to advocate and produce social change during the guided prompt.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_6934248 |
| institution | Zenodo |
| language | eng |
| publishDate | 2022 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | CRITICAL REFLECTION: STUDENTS' RESPONSES TO SOCIAL JUSTICE CURRICULUM VARIATIONS Tarin, Amanda critical consciousness critical reflection social justice education higher education student reflection <p>Social justice education aims to foster critical reflection, or the process of developing awareness and asking questions about the social structures of marginalized groups of people (Diemer et al., 2016), to help both students and educators develop an awareness of their privilege and oppression (Bell, 2007; Adams, 2007; Gallor, 2017). One key component of social justice education is students’ development of critical consciousness, or an awareness of social, economic, and power structures applied towards actions opposing oppressive systems (Diemer et al., 2016; Freire, 1970/2005). Although I am not looking at critical consciousness, I aim to look at critical reflection which is the first step towards critical consciousness. A previous study examined student reflections in a social justice education class with service-learning and found students shifted from thinking of social justice as a conceptual idea to acknowledging the system and social inequalities. The purpose of this study is to expand on Saavedra et al., (in press) to explore students’ levels of critical reflection based on two types of prompts (guided and unguided) in an undergraduate developmental psychology course that integrated a social justice framework. The current qualitative study examined two prompt reflective assignments from 30 students. The overall findings suggest there were differences in level of critical reflection across the two prompts, with the guided prompt resulting in most students engaging in identity and social reflections. However, overall students did not reflect a notable change in discussing ways to advocate and produce social change during the guided prompt.</p> |
| title | CRITICAL REFLECTION: STUDENTS' RESPONSES TO SOCIAL JUSTICE CURRICULUM VARIATIONS |
| topic | critical consciousness critical reflection social justice education higher education student reflection |
| url | https://doi.org/10.5281/zenodo.6934248 |