Leveraging social justice pedagogy to counter racism: Conceptualizing an Advanced Certificate in Social Justice for Information Professionalsa

Education for Information ◽

10.3233/efi-211506 ◽

2021 ◽

pp. 1-15

Author(s):

Rajesh Singh ◽

Kevin Rioux

Keyword(s):

Social Justice ◽

North America ◽

Graduate Programs ◽

Social Justice Pedagogy ◽

Information Professionals

The goal of the Advanced Certificate in Social Justice for Information Professionals at St. John’s University (SJU) is to offer both current LIS practitioners and LIS students a curriculum explicitly grounded in social justice principles and concepts that builds and enhances capabilities to substantively counter racism and other challenges to social justice that are reflected in the information sphere of the 2020’s. This article reports on the contexts, motivations and considerations for developing the Certificate. Included is a brief overview of current courses related to social justice offered by ALA-accredited graduate programs in North America, and a list of thematic emphases based in social justice frameworks that will drive the Certificate upon its launch.

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Activist Art in Social Justice Pedagogy

10.3726/b11264 ◽

2017 ◽

Cited By ~ 1

Keyword(s):

Social Justice ◽

Social Justice Pedagogy ◽

Activist Art

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Building Political Relationships with Students: An aspect of social justice pedagogy

Opening the Research Text ◽

10.1007/978-0-387-75464-2_8 ◽

2008 ◽

pp. 189-219 ◽

Cited By ~ 9

Author(s):

Eric Gutstein

Keyword(s):

Social Justice ◽

Social Justice Pedagogy ◽

Political Relationships

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The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy

JCSCORE ◽

10.15763/issn.2642-2387.2019.5.2.132-166 ◽

2019 ◽

Vol 5 (2) ◽

pp. 132-166

Author(s):

Sherria D. Taylor ◽

Maria J. Veri ◽

Michele Eliason ◽

Jocelyn Clare R. Hermoso ◽

Nicole D. Bolter ◽

...

Keyword(s):

Social Justice ◽

Stereotype Threat ◽

Classroom Environment ◽

Underrepresented Students ◽

Design Tool ◽

Social Justice Pedagogy ◽

Integrative Framework ◽

The Social ◽

Syllabus Design ◽

Pedagogical Research

Despite increased attention on social justice in higher education, underrepresented students often experience the classroom as unwelcoming and even hostile. Although theoretical and pedagogical research exists, what appears to be lacking are examples of concrete social justice pedagogy strategies that can be implemented in the classroom setting. This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. A syllabus that signals belongingness, growth mindset, communal goals, clear and positive expectations, and success-orientation assists in setting a welcoming tone that leads to greater student achievement and engagement. Such a syllabus may also help reduce the potential for triggering stereotype threat or other forms of alienation that affect student success among women and students of color in STEM programs. Feedback received from faculty who utilized the tool to revise their course syllabi are discussed, in addition to limitations and recommendations for future practice.

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Activate Ethnomusicology Everywhere

Voices of the Field ◽

10.1093/oso/9780197526682.003.0012 ◽

2021 ◽

pp. 203-218

Author(s):

Kathryn Metz

Keyword(s):

Social Justice ◽

Graduate Student ◽

Classroom Environment ◽

Graduate Programs ◽

Service Organizations ◽

Professional Organization ◽

Job Functions ◽

Research And Teaching ◽

Long Form ◽

Arts Programs

Most ethnomusicology graduate programs emphasize research and teaching, with rare mentions of how to apply those skills beyond the academy or how to develop additional skills that might serve an ethnomusicology graduate student in their hunt for meaningful employment. In this chapter, the author discusses how to implement the idea of connecting music to social justice from the beginning of an ethnomusicology curriculum. The author advocates for incorporating more public scholars into the classroom environment and taking students out of the classroom into those public spaces, from museums to out-of-school arts programs to philanthropic institutions to service organizations. The chapter illustrates how to balance the academic syllabus with listening to and creating podcasts, reading blogs, long-form journalism, and professional organization publications affiliated with museums, arts nonprofits, and libraries, as well as specific job functions such as development, community engagement, marketing. The chapter explores how to reduce elitism against those who choose not to pursue a PhD beyond their master’s research and how to reconceive social justice-centered research in an entirely new environment.

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