Inquiry-Based Learning as Foundational Pedagogical Tool for Critical Examination of Social Justice in Theory and Action

Abstract

This chapter describes the unique journey of two faculty members and six undergraduate students through the field of social justice theory and practice during the implementation of inquiry-based learning (IBL) in a social justice course. The two faculty members, from different departments, Education and Religion Studies, collaborated to structure and co-teach the course using IBL pedagogical strategies. This collaborative opportunity was made possible through a generous grant from the 1976 Hamilton Faculty Fellowship that was administered through the college’s Center for Teaching and Learning (CTL). The six undergraduate students represented majors from different disciplines. The goal of this chapter is to share the IBL implementation and to discuss the advantages and limitations from the perspectives of both the students and the two faculty. The chapter describes: (1) our exploration of the practice of social justice including how it ties to the mission and core values of the college and the theoretical framework of IBL, (2) implementation of IBL, (3) student and faculty feedback on the experience, and (4) advantages and limitations of the practice in higher education with suggestions for future practice.

Citation

Sheety, A. and Rademacher, N. (2015), "Inquiry-Based Learning as Foundational Pedagogical Tool for Critical Examination of Social Justice in Theory and Action", Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 119-137. https://doi.org/10.1108/S2055-364120150000003022