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What is Promoting Social Justice Through the Scholarship of Teaching and Learning

Chapter 5
Conceptual Analyses of Curriculum Inquiry Methodologies
An edited book which contains collections from 18 sets of authors highlighting the ethics of SoTL and various ways teachers and learners engage with social justice. The edited text was authored by Liston & Rahimi, 2017 and published by Indiana Press University.
Published in Chapter:
SoTL and Social Justice: Developing Forms of Curriculum Inquiry
Delores D. Liston (Georgia Southern University, USA) and Regina Rahimi (Georgia Southern University, USA)
Copyright: © 2022 |Pages: 22
DOI: 10.4018/978-1-7998-8848-2.ch005
Abstract
SoTL provides a foundation for democratizing the teacher-student relationship through its fertile ground for establishing more equalitarian roles among teachers and students. This chapter draws attention to the overlap between the values and essential characteristics of SoTL and the field of curriculum studies, which serves to study and examine social dynamics through curriculum inquiry. Through an exploration of forms of inquiry and research that unites curriculum studies (with its emphasis on transgressive education) and SoTL (with a focus on engagement of teachers and learners as educational community), this chapter highlights how research that dovetails SoTL and curriculum studies can provide powerful opportunity for emphasizing social justice.
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