Prelims
International Perspectives in Social Justice Programs at the Institutional and Community Levels
ISBN: 978-1-80043-489-9, eISBN: 978-1-80043-488-2
ISSN: 2055-3641
Publication date: 9 April 2021
Citation
(2021), "Prelims", Sengupta, E. and Blessinger, P. (Ed.) International Perspectives in Social Justice Programs at the Institutional and Community Levels (Innovations in Higher Education Teaching and Learning, Vol. 37), Emerald Publishing Limited, Leeds, pp. i-x. https://doi.org/10.1108/S2055-364120210000037016
Publisher
:Emerald Publishing Limited
Copyright © 2021 Emerald Publishing Limited
Half Title
International Perspectives in Social Justice Programs at the Institutional and Community Levels
series-page
Innovations in Higher Education Teaching and Learning
Senior Series Editor: Patrick Blessinger, St. John’s University and Higher Education Teaching and Learning Association, USA
Associate Series Editor: Enakshi Sengupta, Higher Education Teaching and Learning Association, USA
Published volumes:
Volume 19 | Teaching and Learning Strategies for Sustainable Development |
Volume 20 | University Partnerships for Sustainable Development |
Volume 21 | Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development |
Volume 22 | Introduction to Sustainable Development Leadership and Strategies In Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin |
Volume 23 | University–Community Partnerships for Promoting Social Responsibility in Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Craig Mahoney |
Volume 24 | Enakshi Sengupta, Patrick Blessinger and Craig Mahoney |
Volume 25 | Integrating Community Service into Curriculum: International Perspectives on Humanizing Education – Edited by Enakshi Sengupta, Patrick Blessinger and Mandla Makhanya |
Volume 26 | International Perspectives on Improving Student Engagement: Advances in Library Practices in Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Milton D. Cox |
Volume 27 | Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Mandla Makhanya |
Volume 28 | Cultural Competence in Higher Education – Edited by Tiffany Puckett and Nancy Lind, |
Volume 29 | Designing Effective Library Learning Spaces in Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Mandla S. Makhanya |
Volume 30 | Developing and Supporting Multiculturalism and Leadership Development – Edited by Enakshi Sengupta, Patrick Blessinger and Mandla S. Makhanya |
Volume 31 | Faculty and Student Research in Practicing Academic Freedom – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 32 | International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Craig Mahoney |
Volume 33 | International Perspectives on the Role of Technology in Humanizing Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Mandla S. Makhanya |
Volume 34 | Humanizing Higher Education through Innovative Approaches for Teaching and Learning – Edited by Enakshi Sengupta, Patrick Blessinger and Mandla S. Makhanya |
Volume 35 | Humanizing Higher Education through Innovative Approaches for Teaching and Learning, |
Volume 36 | Integrating Research-based Learning across the Curriculum |
Title Page
Innovations in Higher Education Teaching and Learning Volume 37
International Perspectives in Social Justice Programs at the Institutional and Community Levels
Edited by
Enakshi Sengupta
Centre for Advanced Research in Higher Education, New York, USA
International HETL Association, New York, USA
Patrick Blessinger
St. John’s University, New York, USA
International HETL Association, New York, USA
Created in partnership with the International Higher Education Teaching and Learning Association
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2021
Copyright © 2021 Emerald Publishing Limited
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-80043-489-9 (Print)
ISBN: 978-1-80043-488-2 (Online)
ISBN: 978-1-80043-490-5 (Epub)
ISSN: 2055-3641 (Series)
Contents
List of Contributors | vii |
Series Editors’ Introduction | ix |
PART I: EDUCATION AS A FUNDAMENTAL RIGHT | |
Chapter 1: Introduction to International Perspectives in Social Justice Programs at the Institutional and Community Levels | |
Enakshi Sengupta and Patrick Blessinger | 3 |
Chapter 2: Education in Human Rights: Changing the Way We Think and How We Feel | |
Alan Vogelfanger | 13 |
Chapter 3: Bridges to Zambia: Teaching Human Rights Through Immersion Experience | |
Alia Sheety, Erin McLaughlin and Susan Jacques Pierson | 29 |
Chapter 4: What Next? Skill Development for Livelihood: A Study of Bangladeshi Immigrant Workers in Kurdistan | |
Enakshi Sengupta | 45 |
Chapter 5: Prison Education Through Open and Distance Learning: Experiences from India | |
Umesh Chandra Pandey | 57 |
Chapter 6: Widening Participation in Service Learning | |
Faith Valencia-Forrester and Bridget Backhaus | 77 |
PART II: PROMOTING SOCIAL JUSTICE AMONG STUDENTS | |
Chapter 7: Flux of Digital Activism to Leverage Peace and Human Rights | |
Anil Shukla and Kshama Pandey | 91 |
Chapter 8: Promoting International Human Rights Values Through Reflective Practice in Clinical Legal Education: A Perspective from England and Wales | |
Irene Antonopoulos and Omar Madhloom | 109 |
Chapter 9: Bridging the Gap: Implementing Equity-Minded Academic and Mentoring Support Services for Foster Youth within University Writing Programs | |
Paul Beehler and Rory Moore | 129 |
Chapter 10: Promoting Gender Equality in Colleges of Education in Ghana using a Gender-Responsive Scorecard | |
Wisdom Kwaku Agbevanu, Hope Pius Nudzor, Sharon Tao and Francis Ansah | 151 |
Chapter 11: Ethical Issues and the Nordic Education Model: Learning-Driven Ecosystems Applied to International Cohorts | |
Bruno F. Abrantes, Thomas D. Eatmon and Charlotte Forsberg | 177 |
About the Authors | 197 |
Name Index | 205 |
Subject Index | 213 |
List of Contributors
Bruno F. Abrantes | Niels Brock Copenhagen Business College, Denmark |
Wisdom Kwaku Agbevanu | University of Cape Coast, Cape Coast, Ghana |
Francis Ansah | University of Cape Coast, Cape Coast, Ghana |
Irene Antonopoulos | De Montfort University, Leicester, UK |
Bridget Backhaus | Griffith University, Queensland, Australia |
Paul Beehler | University of California at Riverside, USA |
Patrick Blessinger | International Higher Education Teaching and Learning Association, New York, USA |
Thomas D. Eatmon | Niels Brock Copenhagen Business College, Denmark |
Charlotte Forsberg | De Montfort University, Leicester, UK |
Omar Madhloom | University of Bristol, Bristol, UK |
Erin McLaughlin | Cabrini University, Pennsylvania, USA |
Rory Moore | University of California at Riverside, USA |
Hope Pius Nudzor | University of Cape Coast, Cape Coast, Ghana |
Kshama Pandey | MJP Rohilkhand University, Bareilly, India |
Umesh Chandra Pandey | Indira Gandhi National Open University, Bhopal, India |
Susan Jacques Pierson | Cabrini University, Pennsylvania, USA |
Enakshi Sengupta | International Higher Education Teaching and Learning Association, New York, USA |
Alia Sheety | Cabrini University, Pennsylvania, USA |
Anil Shukla | MJP Rohilkhand University, Bareilly, India |
Sharon Tao | Cambridge Education, Cambridge, UK |
Faith Valencia-Forrester | Griffith University, Queensland, Australia |
Alan Vogelfanger | University of Buenos Aires, Argentina |
Series Editors’ Introduction
The purpose of this series is to publish current research and scholarship on innovative teaching and learning practices in higher education. The series is developed around the premise that teaching and learning is more effective when instructors and students are actively and meaningfully engaged in the teaching–learning process.
The main objectives of this series are to:
- 1)
present how innovative teaching and learning practices are being used in higher education institutions around the world across a wide variety of disciplines and countries;
- 2)
present the latest models, theories, concepts, paradigms, and frameworks that educators should consider when adopting, implementing, assessing, and evaluating innovative teaching and learning practices; and
- 3)
consider the implications of theory and practice on policy, strategy, and leadership.
This series will appeal to anyone in higher education who is involved in the teaching and learning process from any discipline, institutional type, or nationality. The volumes in this series will focus on a variety of authentic case studies and other empirical research that illustrates how educators from around the world are using innovative approaches to create more effective and meaningful learning environments.
Innovative teaching and learning is any approach, strategy, method, practice, or means that has been shown to improve, enhance, or transform the teaching–learning environment. Innovation involves doing things differently or in a novel way in order to improve outcomes. In short, innovation is a positive change. With respect to teaching and learning, innovation is the implementation of new or improved educational practices that result in improved educational and learning outcomes. This innovation can be any positive change related to teaching, curriculum, assessment, technology, or other tools, programs, policies, or processes that leads to improved educational and learning outcomes. Innovation can occur in institutional development, program development, professional development, or learning development.
The volumes in this series will not only highlight the benefits and theoretical frameworks of such innovations through authentic case studies and other empirical research but also look at the challenges and contexts associated with implementing and assessing innovative teaching and learning practices. The volumes represent all disciplines from a wide range of national, cultural, and organizational contexts. The volumes in this series will explore a wide variety of teaching and learning topics such as active learning, integrative learning, transformative learning, inquiry-based learning, problem-based learning, meaningful learning, blended learning, creative learning, experiential learning, lifelong and lifewide learning, global learning, learning assessment and analytics, student research, faculty and student learning communities, as well as other topics.
This series brings together distinguished scholars and educational practitioners from around the world to disseminate the latest knowledge on innovative teaching and learning scholarship and practices. The authors offer a range of disciplinary perspectives from different cultural contexts. This series provides a unique and valuable resource for instructors, administrators, and anyone interested in improving and transforming teaching and learning.
Patrick Blessinger
Founder, Executive Director, and Chief Research Scientist, International HETL Association
Enakshi Sengupta
Associate Editor, International HETL Association
- Prelims
- Part I: Education as a Fundamental Right
- Chapter 1: Introduction to International Perspectives in Social Justice Programs at the Institutional and Community Levels
- Chapter 2: Education in Human Rights: Changing the Way We Think and How We Feel
- Chapter 3: Bridges to Zambia: Teaching Human Rights Through Immersion Experience
- Chapter 4: What Next? Skill Development for Livelihood: A Study of Bangladeshi Immigrant Workers in Kurdistan
- Chapter 5: Prison Education Through Open and Distance Learning: Experiences From India
- Chapter 6: Widening Participation in Service Learning
- Part II: Promoting Social Justice Among Students
- Chapter 7: Flux of Digital Activism to Leverage Peace and Human Rights
- Chapter 8: Promoting International Human Rights Values Through Reflective Practice in Clinical Legal Education: A Perspective From England and Wales
- Chapter 9: Bridging the Gap: Implementing Equity-minded Academic and Mentoring Support Services for Foster Youth Within University Writing Programs
- Chapter 10: Promoting Gender Equality in Colleges of Education in Ghana Using a Gender-Responsive Scorecard
- Chapter 11: Ethical Issues and the Nordic Education Model: Learning-Driven Ecosystems Applied to International Cohorts
- About the Authors
- Name Index
- Subject Index