Inquiry-based learning: A socially just approach to higher education.
Higher education's potential to transform social and economic status and improve society, underlies increasing demands to improve access. But simply increasing access is not sufficient-it is important to ask whether our prevailing pedagogical approaches facilitate an effective and socially just high...
| Publicado en: | Journal of Human Behavior in the Social Environment Vol. 28; no. 4; pp. 406 - 419 |
|---|---|
| Autor principal: | |
| Formato: | review tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May/Jun2018
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130681199&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130681199 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10911359 3XW jtl: Journal of Human Behavior in the Social Environment issn: 10911359 maglogo: N pubinfo: dt: May/Jun2018 vid: 28 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 130681199 130681199 130681199 10.1080/10911359.2018.1438956 130681199 ppf: 406 ppct: 13 formats: fmt: – @attributes: type: T db: hlh ui: 130681199 – @attributes: type: P db: hlh ui: 130681199 tig: atl: Inquiry-based learning: A socially just approach to higher education. aug: au: Summerlee, Alastair J. S. affil: President's Office, Carleton University, Ottawa, Ontario, Canada sug: subj: Problem-Based Learning Learning Methods Social Justice Education Economics Costs and Cost Analysis ab: Higher education's potential to transform social and economic status and improve society, underlies increasing demands to improve access. But simply increasing access is not sufficient-it is important to ask whether our prevailing pedagogical approaches facilitate an effective and socially just higher education system. In other words, are traditional pedagogical approaches used in universities today truly accessible to the broader student population entering university? The current paper argues that the majority of pedagogies remain rooted in traditional approaches that favor those who benefit from continuous education from primary through to tertiary education. Such approaches rely heavily on incremental credentialism and are neither truly accessible nor socially just. Most introductory courses in universities require prior knowledge and "expect" students to be enculturated into a particular type of learning: as such, students with different levels of preparation, who come from different backgrounds, may be excluded from full participation. In addition, the rising costs of tuition fees and textbooks, and access to technology create inequities that reinforce socially-based discrimination higher education. The paper reports on the impact of implementing a specifically designed course, using closed-loop, reiterative problem-based learning, to create learning paradigms that focus on a more socially just approach for students entering university: these courses do not demand specific prior knowledge, foster difficult ways of thinking, and focus on developing research skills through access to library resources. Finally, the paper reports on students' expectations about higher education and underscores the importance of re-thinking at least the first-year experience for students. pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|