The student voice for social justice pedagogical method: Learning outcomes and challenges

Koon Lin WONG, Carla Marie BRIFFETT AKTAS, Wing Fun Oliver KONG, Choi Pat HO

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

To create a socially just teaching method in higher education (HE), we used Fraser’s social justice framework to create a new pedagogical method called student voice for social justice (SVSJ). SVSJ emphasizes student voice and empowerment by developing a co-constructed learning space where students can influence the procedure and content of the class. Applying a participatory action research (PAR) methodology, we explore the skill development of students engaged in SVSJ. Students highlighted five primary learning outcomes (self-learning, critical thinking, knowledge generation, cognitive development, and expression of voice) in the interviews as well as challenges in implementing the model. By employing SVSJ, students’ recognition and representation of their identity groups are enhanced, and the knowledge held by them is redistributed to peers and the lecturer through active participation. In addition, they are equipped with skills that can empower them in their education and future life. Copyright © 2023 The Author(s).
Original languageEnglish
JournalActive Learning in Higher Education
Early online dateMay 2023
DOIs
Publication statusE-pub ahead of print - May 2023

Citation

Wong, K. L., Briffett-Aktaş, C., Kong, W. F. O., & Ho, C. P. (2023). The student voice for social justice pedagogical method: Learning outcomes and challenges. Active Learning in Higher Education. Advance online publication. doi: 10.1177/14697874231176488

Keywords

  • Higher education
  • Learning outcomes
  • Social justice pedagogy
  • Student voice

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