This book is the first of four edited volumes designed to reconceptualize teaching and learning in higher education through a critical lens, with this inaugural publication focusing on the fundamentals behind the experience. Chapter authors explore recent research on the cognitive science behind teaching and learning, dispel myths on the process, and provide updates to the application of traditional learning theories within the modern, diverse university. Through reviews of fundamental theories of teaching and learning, together with specific classroom practices, this volume applies social justice principles that have been traditionally seen as belonging to K-12 or adult education to higher education.
Table of Content
1. Introduction.- 2. Learning Theory through a Social Justice Lens.- 3. Beyond Behaviorism: Engaging Students in the Age of Neoliberalism.- 4. Persistent Myths about the Psychology of Education: Implications for Social Justice and Equity.- 5. A Framework for Social Justice Education: Combining Content, Process, and Holistic Development.- 6. Postcolonial Approach to Curriculum Design.- 7. Creating Inclusive College Classrooms: Granting Epistemic Credibility to Learners.- 8. Engagement with Diversity Experiences: A Self-Regulated Learning Perspective.- 9. Critical Teacher Responsibility in Tumultuous Times: Engaging in a Community of Practice.- 10. A New Narrative About Emotions and Their Connection to Learning.- 11. Critical Culturally Relevant Synergism in Higher Education: Equitable Educational Experiences through Neuroscientific Curricula.- 12. Understanding the Failure to Help Marginalized Students Succeed in Higher Education: A Social Theory Perspective of the Science of Teaching and Learning.- 13. Association Awareness: Pedagogically Reframing Difficult Dialogues.- 14. Adult Learning and Critical Contemplative Pedagogy in Higher Education.- 15. Establishing Equitable Graduate Mentoring in Higher Education.- 16. Decolonizing Knowledge and Fostering Critical Allyship.- 16. Conclusion.
About the author
Laura Parson (she/her/hers) is Assistant Professor of Higher Education at North Dakota State University, USA. Previously, she was Assistant Professor in the Higher Education Administration Program at Auburn University, USA, where she coordinated the Certificate in College/University Teaching program. Her research interests include effective teaching and learning in higher education explored through a critical lens.
C. Casey Ozaki (she/her/hers) is Associate Professor in the Department of Education, Health, and Behavior Studies at the University of North Dakota, USA. Her research bisects both the student affairs and teaching and learning areas of the college campus, with a shared focus on diverse students, their outcomes, and factors that influence those outcomes.
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