Use of Classroom Protocols to Improve Student Learning for Social Justice Leadership

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Examining Social Justice Leadership Development: Narrative and Protocols

Abstract

As dominant ideologies drive and maintain educational inequity, social justice requires, in part, a means to disrupt and reframe dominant ideologies among school leaders. This action research is set within a graduate study abroad course to Havana, Cuba, noting that US-Cuba relations are “plagued by mistrust and antagonism." In a context where US students hold dominant ideologies and narratives that frame “the other” as enemy, property, or deficient, we piloted protocols to increase adult learners’ ability to discern, disrupt, and improve narratives so they are more accurate and socially just. This ARP examines the impact of protocols employed in the graduate leadership classroom to improve students’ response and meaning making of factual information that challenges dominant ideologies.

Authors

• Sharon I. Radd, St. Catherine University

• Gretchen Givens Generett, Duquesne University

• Amanda Steepleton, St Catherine University - Minnesota