As a scholar activist I’m deeply committed to social justice and equality and believe higher education has an important role to play in creating more just societies. As an academic I strive to embed equality and social justice into everything I do, which includes teaching, research and consultancy work. Pedagogies I draw on are listed below:
(Freire) Education should facilitate social justice by helping the oppressed develop critical consciousness to understand the structures of domination in order to imagine alternative possibilities.
Social Justice Pedagogy
(Bell/Hackman) Educational environments should be spaces that facilitate engaged, critical and empowered thinking & action – i.e. learning should promote social change.
Culturally Democratic Pedagogy
(Aldridge) Cultural issues and social justice should be placed at the heart of curriculum development.
(Bakhtin/Bowers/Freire/) Learning should involve both teacher and student learning together, searching for the truth and experiencing intellectual growth.
Suggested Reading – Pedagogy
Aldridge, D. P. (2000). On race and culture: Beyond Afrocentrism, Eurocentrism to cultural democracy. Sociological Focus, 33 (1): 95-107.
Bell, L.A. (2007). Theoretical foundations for social justice education in Adams, A., Bell, L.A., & Griffin, P (eds) in Teaching for diversity and social justice. NY: Routledge.
Bowers, R. (2005). Freire (with Bakhtin) and the dialogic classroom seminar. Alberta journal of educational research, 51 (4).
Cuenca, A. (2010). Democratic means for democratic ends: The possibilities of Bakhtin’s dialogic pedagogy for social studies. The Social Studies, 102 (1), 42-48.
Darder, A. (1994). Institutional research as a tool for cultural democracy. New Directions for Institutional Research, 21-21.
Freire, P (1970/1994) Pedagogy of the Oppressed. New York: Continuum.
Hackman, H. (2006). Five essential components for social justice education. Equity and Excellence in Education. Vol.38, 103-109.
hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Jackson, L. (2008). Dialogic pedagogy for social justice: A critical examination. Studies in Philosophy and Education, 27 (2-3), 137-148.
Mighty E.J. (2001). Teaching for inclusion: the challenges and opportunities of diversity in the classroom. Focus on University Teaching and Learning, 11 (1), 1-8.
Suggested Reading – Scholar Activism
Gabriel, D (2013). Black scholars, racial justice and public prominence. Black British Academics.
Madeloni, B. (2014). The Movement We Make is the Community We Become: On Being an Activist in the Academy. Multicultural Perspectives, 16 (1), 12-15.
Suzuki, D., & Mayorga, E. (2014). Scholar-activism: A twice told tale. Multicultural Perspectives, 16 (1), 16-20.