Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers

Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-2145-7.CH005

Annemarie Vaccaro, Brooke D'Aloisio, Tiffany Hoyt, Athina Chartelain, Sarah D Croft, B. Stevens

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Abstract

As higher education institutions strive to foster cultural inclusion, it is imperative that university employees develop relevant competencies. This chapter offers insight into one “best practice” for fostering social justice and inclusion competencies (ACPA/NASPA, 2015). A professor and former students discuss the benefits of using self-reflection papers for competency development. The chapter begins with an overview of social justice and inclusion competencies for higher education and student affairs professionals. That section is followed by a description of graduate-level courses and reflection paper assignments aimed at developing social justice and inclusion competencies. The majority of the chapter focuses on the educational process (e.g., meaning-making, critical reflection) and products (e.g., awareness, knowledge, skills, action) of semi-structured reflection papers. Recommendations for future practice and research are included.

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通过半结构化反思论文发展社会公正和包容能力

随着高等教育机构努力促进文化包容，大学员工培养相关能力势在必行。本章提供了一个促进社会公正和包容能力的“最佳实践”的见解(ACPA/NASPA, 2015)。一位教授和以前的学生讨论使用自我反思论文来发展能力的好处。本章首先概述了高等教育和学生事务专业人员的社会正义和包容能力。该部分之后是对旨在发展社会正义和包容能力的研究生水平课程和反思论文作业的描述。本章的大部分内容集中在半结构化反思论文的教育过程(例如，意义建构，批判性反思)和产品(例如，意识，知识，技能，行动)。对未来的实践和研究提出了建议。

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Research Anthology on Instilling Social Justice in the Classroom

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