Crossing borders: At the nexus of critical service learning, literacy, and social justice

Pirbhai‐Illich, Fatima

doi:10.15663/wje.v18i2.163

Cited by 10 publications

(9 citation statements)

References 18 publications

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“…By students taking ownership of their learning, they are better able to glean insights into the relationship between their academic curriculum and their practical experiences working within the community. Critical reflection also empowers students to better understand their own positionalities, subjectivities, and biases, and nurtures a heightened awareness of their personal self-efficacy (Finley & Reason, 2016;Pirbhai-Illich, 2013).…”

Section: Critical Reflection In Times Of Pandemicmentioning

confidence: 99%

You can’t throw snowballs over Zoom: The challenges of service-learning reflection via online platforms

Smeltzer¹,

Leon²,

Sperduti³

2020

Rev. Iberoam. ApS

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COVID-19 has pervaded all aspects of higher education. Instructors are scrambling to ensure students meet predetermined learning outcomes through online communication and teaching. Students are trying to learn, collaborate, and communicate in new ways with fellow classmates and instructors. As `traditional´ service-learning activities shift to accommodate physical distancing measures and remote learning, and students wrestle with the seismic shifts in their socio-political, economic, and cultural lives, critical reflection is now more important than ever. In this article, we draw on their collective experiences to discuss the importance of establishing an open, honest, and trustworthy environment for students to thoughtfully and productively engage in domestic curricular service-learning endeavours. Specifically, we examine the challenges of facilitating service-learning reflection activities for a fourth-year undergraduate media studies course at Western University (Western), a large, research-intensive publicly funded institution in Canada. The article concludes by offering some key recommendations for how instructors can effectively engage students in critical reflection via online platforms.

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Section: Critical Reflection In Times Of Pandemicmentioning

confidence: 99%

You can’t throw snowballs over Zoom: The challenges of service-learning reflection via online platforms

Smeltzer¹,

Leon²,

Sperduti³

2020

Rev. Iberoam. ApS

View full text Add to dashboard Cite

show abstract

“…This may lead one to wonder if such expectations are an extension of colonial practices that ignore Indigenous students' historic misrepresentations, including having been marginalized and silenced in public schools (Cherubini, 2017;McKegney, 2014). This would seem a far cry from decolonizing the traditional political, social, and epistemic practices that have been characteristic of mainstream schools, and from availing all Indigenous students to opportunities to develop their critical voices from positions of struggle and resilience (see Pirbhai-Illich, 2013). Participants also worry that if only a few Indigenous students assume active roles as advocates, that it will create "difficult [circumstances that will] single out students based on their heritage" (anonymous concurrent I/S participants) and only further contribute to their marginalization.…”

Section: Discussionmentioning

confidence: 99%

Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies

Cherubini

2020

Journal of Teaching and Learning

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Culturally responsive teachers respond positively to students’ cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers’ understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized and isolated but disengaged from Eurocentric curriculum and texts that fail to incorporate their histories and traditions. This study focuses on the expectations and perceptions of teacher candidates (prior to their field practicum experiences in classrooms) related specifically to equity education, reflective practice, and critical literacy. The mixed-methods study examines prospective teachers’ perceptions of issues related to Indigenous students, and how public education policy and practice manifests in classrooms. The findings suggest that prospective teachers are doubtful of the fact that Indigenous voices are being presented competently to enhance student learning and foster Indigenous student identity. Moreover, prospective teachers anticipate a fundamental disconnect between the Ontario policy outcomes related to Indigenous education and the practice of teachers in school.

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“…Between 2007 and 2014, Fatima conducted a longitudinal, ethnographic study into pre-service teachers' ability to use culturally responsive pedagogy (CRP) when working with minoritised and marginalised adolescent students in the Regina school district of Saskatchewan who have been failed by the education system (Pirbhai-Illich et al, 2009Pirbhai-Illich, 2013;Austin et al, 2014). The findings are summarised under four key areas, from which flow a number of implications that have informed the next phase of research and which are the focus of the second part of this chapter.…”

Section: Previous Researchmentioning

confidence: 99%

Teacher Education for Sustainable Development and Global Citizenship

Bamber¹

2019

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This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment.Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of Education for Sustainable Development and Global Citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognises ESD/GC as pivotal to the universal ambitions of UNESCO's Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.

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Crossing borders: At the nexus of critical service learning, literacy, and social justice

Cited by 10 publications

References 18 publications

You can’t throw snowballs over Zoom: The challenges of service-learning reflection via online platforms

You can’t throw snowballs over Zoom: The challenges of service-learning reflection via online platforms

Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies

Teacher Education for Sustainable Development and Global Citizenship

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