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dc.contributor.authorLeibowitz, Brenda
dc.contributor.authorBozalek, Vivienne
dc.date.accessioned2018-07-11T13:36:00Z
dc.date.available2018-07-11T13:36:00Z
dc.date.issued2016
dc.identifier.citationLeibowitz, B. & Bozalek, V. (2016). The scholarship of teaching and learning from a social justice perspective. Teaching in Higher Education, 21(2): 109-122en_US
dc.identifier.issn1356-2517
dc.identifier.urihttp://dx.doi.org/10.1080/13562517.2015.1115971
dc.identifier.urihttp://hdl.handle.net/10566/3875
dc.description.abstractWe argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for a social justice approach to inform the SoTL. It focuses on the implications for professional learning, as an aspect of the SoTL which has been neglected. The tripartite account of participatory parity as advanced by Nancy Fraser is shown to be a valuable frame to describe instances of social justice, as well as the kind of institutional arrangements that should be instituted to support participatory parity. Alongside this, the notion of a ‘pedagogy of discomfort’ is shown to be an effective, but challenging means to advance awareness of justice and injustice amongst academics. The article draws on examples from three action based research projects run by the authors.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rightsThis is the author-version of the article published online at: http://dx.doi.org/10.1080/13562517.2015.1115971
dc.subjectScholarship of teaching and learningen_US
dc.subjectSocial justiceen_US
dc.subjectParticipatory parityen_US
dc.subjectProfessional developmenten_US
dc.subjectPedagogy of discomforten_US
dc.titleThe scholarship of teaching and learning from a social justice perspectiveen_US
dc.typeArticleen_US
dc.privacy.showsubmitterFALSE
dc.status.ispeerreviewedTRUE
dc.description.accreditationISI


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