SoTL and Social Justice: Developing Forms of Curriculum Inquiry

Introduction

Since the publication of Scholarship Reconsidered (Boyer, 1990), the Scholarship of Teaching and Learning (SoTL) has emerged as an important form of inquiry into educational practice. Bridging the gap between scholarship and teaching (Huber & Hutchings, 2005), SoTL has become a vital field of research focused on the improvement of teaching and learning. SoTL encourages instructors, professors and teachers generally to conduct research studies to enhance their teaching strategies and engage learners more fully in their classrooms.

SoTL may be considered a relative of case study or action research because most SoTL studies explore pedagogical strategies being used in one’s own or similar classrooms. One important goal of SoTL research is to transform the classroom into commons (Huber & Hutchings, 2005) or learning communities. These learning communities establish a theoretical and practical space for the exchange of ideas, enliven classroom interactions and elevate the role of student/learner to co-producer of knowledge. The commons requires a reexamination of the roles of researcher, teacher and learner as they inter-relate within this intellectual space. In this way, teachers and learners co-create the community in which learning takes place. This community is steeped in the learners’ desire to know and remains focused on the interests of the learners. All members of the commons (both teachers and students) are viewed as learners and teachers. And all members of the commons are responsible for the quality of learning that takes place within the established community.

Because the context of the commons recognizes all teachers as learners, the potential of all learners to contribute to the learning of others (including the designated teacher) is highlighted. This focus on leveling teacher-student dynamic into a more interactive and equalitarian balance, is an important connection between the field of Curriculum Studies and SoTL (Freire, 2006/1970; Liston & Rahimi, 2017). Curriculum Studies, as a field has continually explored this dynamic, arguing for more democratic and empowering roles for students (hooks, 2003; Friere 2006/1970, Apple, 2001; Purpel, 1989). One challenge frequently cited in Curriculum Studies is overcoming the traditional teacher-student power imbalance wherein students are continually focused on their evaluation (grades) in the course. This power dynamic is most thoroughly documented through the classic work of Phillip Jackson (1968).