Social Justice Reasoning When Students Learn about Social Issues Using Multiple Texts

Autor/in	List, Alexandra
Titel	Social Justice Reasoning When Students Learn about Social Issues Using Multiple Texts
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 60 (2023) 4-5, S.244-272 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2023.2197692
Schlagwörter	Cognitive Processes; Abstract Reasoning; Social Justice; Social Problems; Information Sources; Critical Thinking; Social Differences; Mass Media; Perspective Taking; Prior Learning; Critical Reading; College Students; Media Literacy; Reading Comprehension + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Abstraktes Denken; Denken; Soziale Gerechtigkeit; Social problem; Soziales Problem; Information source; Informationsquelle; Kritisches Denken; Sozialer Unterschied; Massenmedien; Zukunftsperspektive; Vorkenntnisse; Kritisches Lesen; Collegestudent; Media skills; Medie competence; Medienkompetenz; Leseverstehen
Abstract	In this paper, I apply the Multiple Documents Text-Based Relevance Assessment and Content Extraction (MD-TRACE) model, to describe the types of cognitive processes that students engage to critically reason about social issues, as they are portrayed through mass media. In addition to examining such processes, I further consider the extent to which these are reflective of "social justice reasoning," or students' critical reasoning about social issues in ways that recognize and analyze inequities in society. Three studies are introduced to provide empirical examples of how cognitive processes, identified in the MD-TRACE, may function within the context of students' reasoning about mass media. The processes examined include selection (Study 1), processing (Study 2), and integration (Study 3). Study 1 examines the types of perspectives that students propose seeking out in association with various social issues and the extent to which these perspectives may belong to marginalized groups (i.e., selection). Study 2 examines students' critical reasoning about or abilities to critique two deliberately constructed texts during processing. Study 3 investigates students' specific abilities to identify and critique narrative frames, or common reporting tropes, introduced across texts (i.e., integration). Together, these three studies serve as exemplars of students' engagement in reasoning about mass media and social justice reasoning. They suggest that social justice reasoning involves, in part, students' engagement in perspective taking, their application of prior knowledge to contextualize information in texts, and their recognition of common narrative frames across texts and the values that these uphold. Additional social justice reasoning strategies are suggested and directions for future research proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01