Advertisement

Purposeful Decision Making for Relationship-Centred Education: Speech and Silence in University Classrooms

  • Leonie RowanEmail author
Chapter

Abstract

Educational environments are more likely to be experienced as places of freedom consistent with transformative, justice-oriented agendas if students—including those historically minoritised or marginalised by higher education—feel safe to contribute to conversations and welcome to explore the subject matter in ways that resonate with their own realities. This chapter identifies the features of learning environments that university students most commonly link to the belief that their voices can be heard, valued, and supported, even as they are challenged to think critically about challenging and confronting curriculum materials.

Keywords

Higher education pedagogy Social justice Student satisfaction Student engagement Marginalisation Relationship-centred education Educational philosophy Student voice Popular culture Pedagogical decision making Real world scenarios 

References

  1. Alvermann, D. E., & Xu, S. H. (2003). Children’s everyday literacies: Intersections of popular culture and language arts instruction. Language Arts, 81(2), 145–155.Google Scholar
  2. Anon. (2015). I get it. In J. Landsman, R. Salcedo, & P. Gorski (Eds.), Voice for diversity and social justice: A literary education anthology. London: Rowman & Littlefield.Google Scholar
  3. Benson, P., & Chik, A. (Eds.). (2014). Popular culture, pedagogy and teacher education: International perspectives. Oxon: Routledge.Google Scholar
  4. de Certeau, M. (1986). Heterologies: Discourse on the other (B. Massumi, Trans.). Minneapolis: University of Minnesota Press.Google Scholar
  5. Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.Google Scholar
  6. Gentry, C. (2011). Imagination, possibility, and wide-awakeness: Maxine Greene’s salon at the creativity, imagination, and innovation symposium. Retrieved from http://artsandhumanities.pressible.org/christine_gentry/wide-awakeness-maxine-greene.
  7. Greene, M. (1993). Diversity and inclusion: Toward a curriculum for human beings. Teachers College Record, 95(2), 211–221.Google Scholar
  8. hooks, b. (1990). Yearnings: Race, gender, and cultural politics. Boston, MA: South End Press.Google Scholar
  9. hooks, b., & West, C. (1991). Breaking bread: Insurgent black intellectual life. Boston: South End Press.Google Scholar
  10. Jhally, S. (Writer). (1997). bell hooks: Cultural criticism and transformation. In S. Jhally (Producer), Challenging media. Northampton, MA: Media Education Foundation.Google Scholar
  11. Landsman, J., Salcedo, R., & Gorski, P. (Eds.). (2015). Voice for diversity and social justice: A literary education anthology. London: Rowman & Littlefield.Google Scholar
  12. Leibowitz, B., & Bozalek, V. (2015). The scholarship of teaching and learning from a social justice perspective. Teaching in Higher Education, 21(2), 109–122. https://doi-org.libraryproxy.griffith.edu.au/10.1080/13562517.2015.1115971.CrossRefGoogle Scholar
  13. Luke, C., & Roe, K. (1993). Introduction to special issues: Media and popular cultural studies in the classroom. Australian Journal of Education, 37(2), 115–118.  https://doi.org/10.1177/000494419303700201.CrossRefGoogle Scholar
  14. Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.Google Scholar
  15. Rowan, L. (2017). Student diversity, education and social justice. In J. Allen & S. White (Eds.), Learning to teach in a new era (pp. 243–274). Cambridge, UK: Cambridge University Press.Google Scholar
  16. Sensoy, Ö., & DiAngelo, R. (2017). Is everyone really equal? An introduction to key concepts in social justice education (2nd ed.). New York: Teachers College Record.Google Scholar
  17. Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109–132.  https://doi.org/10.1177/0013161X03258963.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.School of Education and Professional StudiesGriffith UniversityGold CoastAustralia

Personalised recommendations