A Pedagogy of Intentionality: Developing Scholars Dedicated to Social Justice

Autor/inn/en	Croft, Sheryl; Juergensen, Miyoshi; Pogue, Tiffany D.; Willis, Vincent
Titel	A Pedagogy of Intentionality: Developing Scholars Dedicated to Social Justice
Quelle	In: SoJo Journal: Educational Foundations and Social Justice Education, 4 (2018) 1, S.31-43 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-5183
Schlagwörter	Teaching Methods; Social Justice; Urban Areas; Private Colleges; Socialization; Activism; African Americans; Blacks; Ethnography; Personal Narratives; Doctoral Students; Educational Philosophy; Student Attitudes; Service Learning; Selective Admission; Institutional Characteristics; Curriculum Development; Black Colleges; African American Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Urban area; Stadtregion; Privathochschule; Socialisation; Sozialisation; Aktivismus; Politischer Protest; Afroamerikaner; Black person; Schwarzer; Ethnografie; Erlebniserzählung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Bildungsphilosophie; Erziehungsphilosophie; Schülerverhalten; Service-Learning; Bildungsselektion; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This article examines how 4 former students attending graduate school at an elite private university in the urban South were socialized toward social justice-oriented scholarship activism. Using Black Cultural Ethos as a conceptual framework, the authors interrogate how the students' shared experiences, relevant and related coursework, and a cultural ethos developed a cadre of scholars dedicated to social justice. The study involves the juxtaposition of themes identified during a tripartite literature review with the themes gleaned from a collection of ethnographic narratives to engage the following research questions: (1) What role can graduate programs play in developing scholars committed to social justice? (2) In what ways did the experiences of doctoral students exposed to the pedagogy of intentionality facilitate their development as social justice scholars? Findings suggest that through intentional cohort models and extracurricular community-based experiences, an educational studies department (ESD) in an elite private R1 university in the urban South created and maintained a social justice curriculum that reverberated throughout the department. (As Provided).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/the-sojo-journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04