Faculty Resource Network

An academic partnership devoted to faculty development. Now in our fourth decade, we remain committed to this partnership, and to fostering connection, collaboration, and collegiality among our members.

Curriculum Innovative for Transformative Learning: Transforming a Social Justice and Diversity Course Through Critical Action Research in a Creative Learning Community

Curriculum Innovation for Transformative Learning
A National Symposium
November 19-20, 2020
Virtual National Symposium 2020

Sheila T. Gregory, Clark Atlanta University

The purpose of this paper is to reflect upon how one professor transformed her doctoral course entitled, Social Justice and Diversity in American Higher Education through a variety of critical action research, curricular innovation, and development of creative learning communities that transform the learning experiences of both the instructor and her students.

Specifically, the four objectives of the chapter are to examine the social tapestry of the higher education system through the lens of the intersectionality of social justice, diversity and equity, to address how one, social justice and diversity, doctoral course was transformed through a combination of: 1) critical action research and intensive writing activities; 2) creative and collaborative learning communities; 3) selected strategically flipped class sessions to enhance collaboration and engagement; and 4) student-to-student and student-to-instructor accountability in their individual and group assignments, feedback and check in.

Background

Clark Atlanta University (CAU) is a single, comprehensive, urban, private, coeducational, United Methodist-affiliated Historically Black College and University (HBCU) in the United States. The campus has 38 areas of study in four major schools, including arts and sciences, business, education, and social work. The university also has an award-winning Center for Cancer Research and Therapeutic Development, and enjoys more than 3,500 undergraduate and graduate students of diverse racial, ethnic, and socioeconomic backgrounds. CAU offers certificate, professional, and degree programs from BA/BS to EdD/PhD. In 2019, George T. French became the fifth person to hold the position of CAU president. CAU is one of five schools that compose the Atlanta University Center. The other four schools are Spelman College, Morehouse College, the Interdenominational Theological Center, and the Morehouse School of Medicine.

Dr. Mary Hooper, Associate Vice President for Online Learning and Continuing Education, who has generously provided her time and talents for the benefit of faculty interested in educational technology.  Tailor-made teaching and learning technology workshops are available for faculty at various stages of development. Weeklong faculty training is offered in the summer, with shorter training offered throughout the year. As members of one of the Faculty Resource Network (FRN) participating institutions, faculty can write proposals to attend professional development seminars, symposia, conferences, and summer residencies, sponsored by New York University in the winter, summer, and fall. This researcher has benefitted from these opportunities for the past few years. Dean Johnnie Turner and Associate Dean Barbara Hill continue to support my research endeavors and encourage my work in this area, both with our research, curriculum development, and professional practice. This article is an extension of a research presentation this researcher presented at the virtual FRN Winter Symposium on November 20, 2020.

Introduction
Before discussing the course, let me provide some operational definitions so one can better under the context with which this foundation course was created. It is important to describe a few critical terms we dissect and deconstruct in our doctoral course.

The first is intersectional. As stated earlier, intersectionality is a term that is used quite often to explain all of the intersecting spheres surrounding privilege, discrimination, oppression and domination. For purposes of this chapter, intersectionality is defined as “a framework for conceptualizing a person, group of people, or social problem as affected by a number of discriminations and disadvantages. It takes into account people’s overlapping identities and experiences in order to understand the complexity of prejudices they face” (Kort, 2019, p. 3).

In the book, The Gender Question in Education: Theory, Pedagogy and Politics, by Houston and Diller (1996) they provide a framework and design around the positioning of “multiplicity of axes of power and privilege” (p. 4) Our ‘positioning’ is key to how we face these forces, whether we attempt to camouflage our bias, power or discrimination, and how we construct our own meaning, both in the classroom and in our professional and personal lives. For this particular social justice in diversity course, and also because it was at the doctoral level, it was very important for the Professor to be very clear about the Matrix of Oppression and the way in which it identified and describes all actors and their interactions with one another. The Matrix of Oppression is our second term and requires a more comprehensive description. In the course text, Teaching for Diversity and Social Justice, 2nd edition (2007), they describe five different categories of this matrix (p. 47). The first column describes Social Identity, such as race, sexual orientation, class and age. The second is assigned to the Privileged Social Groups, that would include white, bio med, heterosexuals, rich, upper class, temporarily able-bodied persons. Third, would be the Border Social Groups that are in the middle of this hierarchy, such as biracial and bisexual persons, middle class and possibly temporarily disabled, young adults. The fourth column are assigned to the Targeted Social Groups, such as people of color, transgendered, gay or lesbians, working-class or poor peoples, persons with disabilities, and the elderly, just to name a few. The fifth column describes all the “Isms,” such as racism, sexism, transgender oppression, classism, ableism, ageism, and religious oppression. These 5 categories clearly identify the “multiplicity of axes of power and privilege” (p. 4) described in the text, that this course investigates in context, interrogates in analysis and creates opportunities to address in practice through a culminating Social Justice and Diversity Conference that the student present as their final exam, along with a research paper.

The third and final term is cultural competency, which is one of the objectives of the course for our students to master. We know that cultural competency is very important and something that we want to strive for. It refers to an understanding and employing these combinations of skills and knowledge and awareness, that relates specifically to different cultural groups, the differences among those groups and the interpretations across the groups. It also includes awareness of respect for differences, without making any assumptions that everyone for one particular group holds the same beliefs so earlier, as we were talking about.

FOUR STRATEGIC COURSE ACTIVITIES
For this doctoral course in social justice in diversity, there were four primary strategic activities that I introduced earlier. I will share numerous examples of the activities and assignments in this course, aligned with each of these four strategies: 1) critical action research and intensive writing activities; 2) creative and collaborative learning communities; 3) selected strategically flipped class sessions; and 4) student-to-student and student-to-instructor accountability.

Critical Action Research and Intensive Writing Activities
The first task for all students was to complete a pre-test of social justice and diversity terms where they were asked to match them with roughly 40 definitions. Then critical action research and intensive writing activities were required throughout the course, including both individual and groups assignments and projects that employed critical thinking, critical problem-solving and intensive concise writing.

One of the earliest actions was to revise the structure of the course to better align with the actual conceptual framework, that is grounded in Critical Race Theory. For example, one assignment required students to watch Gloria Ladson-Billings lecture on Critical Race Theory, to discuss their insights and write an individual Reflection Essay. Ladson-Billings is the author of the critically acclaimed books, Dreamkeepers: Successful Teachers of African American Children (2009) and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms (2001).The Professor put a great deal of emphasis on both individual and group projects because this was very critical to the whole notion of social justice and diversity and intersectionality. Students needs to understand where they are situated in their minds hearts and spirits, before they can really look at others around themselves and be comfortable within their own space. Some of the activities came directly from the course book and others were created by the professor.

Another assignment included the entire class watching together the Story of Aaron Swartz, the full Documentary. The film depicts the short life of a computer programming prodigy and an early internet developer, who challenged the capitalist and elite, but questioning the equity, and civil liberties of sharing data. This documentary won numerous awards and continues to generate questions surrounding social justice. After viewing the movie, there was a brief class discussion with talking points designed to nurture critical thinking, and resulting in an 800-1000-word Reflection Essay, that included an introductory paragraph with topic sentence, supporting paragraphs, transitions, insightful closing paragraph, examining examples of Ism’s, equity, identity, justice, diversity, race, gender, age, and disability.

Creative and Collaborative Learning Communities
The second component was nurturing creative and collaborative learning communities.  The professor created spaces for the Student Learning Community on a platform they were already familiar with, such as Facebook Live, to work together on together, before being required to do their own major study. This enabled them to connect with each other and share resources, getting them more engaged and helping support their learning and making them more comfortable to share their experiences and even make themselves vulnerable as they reflect on their own biases. A variety of videos and media clips provided clear visual examples of social identity, privileged groups, targeted social groups, and isms, as well as hands on concepts, such as intersectionality, matrices of oppression and cultural competence, to serve as a model for their work.

Some of the activities included rotating assigned roles when debating subjects, where each student was responsible for taking a side and debating with another student. Another activity took the form of a class Field Trip to the Center for Human and Civil Rights (CCHR), where the class sat at the lunch table, listening to people calling them names, threatening them and the sound of throwing glasses and spitting on them. After returning home, the students answered individually and in groups, a series of questions, based on what they saw, heard, and witnessed, including the pictures of the Reverend Dr. Martin Luther King Jr. leaving the Lorraine Hotel in Memphis and the funeral procession for Reverend Dr. Martin Luther King Jr., pictures of the open casket of Emmett Till, the footage of President John F. Kennedy’s motorcade in Dallas on the day of his assassination, and many historical national and global artifacts and presentations.

Many of the group questions involved: 1) their thoughts on the impact of the intersectionality of 2 or 3 factors–such as race class and gender—on certain groups of people; 2) which “isms” they could identify and how they were manifested distinctive identities and ‘positionalities’ of oppressed people; 3) examples of inequity and access to basic needs and resources; 4) discussion of the real social and economic disadvantages oppressed people face in society, in addition to the psychic hard of oppression; and finally 5) recommendations for strategies to foster social justice with an inclusive mindset, and resist hierarchies of oppression.

Individually, students needed to submit more personal observations, such as: 1) the greatest takeaway on how their visit to the CCHR changed or affirmed their views on social justice in America; and 2) What they willdo differently as a result of this experience, in terms of addressing social justice in your daily life, personally or professionally.

A second assignment was the class watching, “A Walk in My Shoes: Social Justice in Education,” that presents the professional and personal experiences of 5 amazing educators whose passion for social justice helped to overcome critical barriers to inclusion, equity, access and quality learning. Students were not required to write a paper or essay. Students were simply required to put themselves in the shoes of one of the 5 teachers and explain similar thoughts and feelings, and which of the terms they could identify and address if they were I their shoes and circumstances.

Strategically Flipped Classes
The intent for strategically flipping selected classes was to enhance the collaboration and engagement of students and with the professor to transform learning by improving enhancing the student experience, thereby improving learning outcomes.  In a traditionally flipped classroom, the professor utilizes class time for hands-on work, that they would usually complete at home, to reinforce and model what students must master on their own. These objectives were aligned with the standards for the course and the deliverables of course assignments that were required as well.

One assignment was for the entire class to watch 5 Broken Cameras, which is a documentary of how one Palestinian man broke 5 cameras filming what was happening to himself, his family and his land in the midst of the Israeli occupation on the West Bank. This was a very revealing and poignant class assignment, because we had several Saudi students in the course and one student whose family lived in Israel.

A second assignment was for students to read “A Call to Unity” and the Reverend Dr. Martin Luther King, Jrs., “Letter for the Birmingham Jail,” prior to small group discussion and debriefing to the entire class. Then students were required to select 4 of 6, short essay questions to respond to and share with the class. This was a very powerful assignment as well, because many students had never ever read “A Call to Unity” which was an open letter from the diverse clergy. There were some students who had already read the Dr. Reverend MLKs, “Letter from the Birmingham Jail.”

A third assignment was for the students to watch “The Freedom Riders” PBS documentary and complete their choice of 2 of the 5 or so questions from each of the 7 comprehensive sections of the Study Guide provided free online. The one quote most students feel compelled to write about is, “Sir, you should know, we all signed our last wills and testaments before we left. We know someone will be killed. We cannot let violence overcome non-violence” (PBS Freedom Riders Documentary, 2010).

Student-to-Student and Student-to-Instructor Accountability
The final strategy was ensuring generous student-to-student and student-to-instructor accountability in all individual and group assignments. Continuous and comprehensive feedback, along with regular check-were very critical throughout the course. The professor created an intentional structure for the course that included: 1) an organized and easy to follow weekly Discussion Forums with questions organized by topics, and assignments; 2) transparent expectations and clearly defined instructions upfront with respect to the role of the discussion, quantity/quality of posts/responses each week, with clarity on when and how to post; 3) collaborative space in the Discussion Forum, exclusively run by the students to build community: 4) designed a separate Discussion Forum to encourage professional socializing via introductions and ice-breakers to define parameters of Discussion Forum, where students can create topics, moderate and facilitate discussions. The defined learning objectives are listed weekly and clearly aligned with the Discussion Forum and specific course learning objectives. When designing the Discussion Forum, it was important to intentional create meaningful discussion topics and questions to help students understand the content is not busy work; 4) use the Discussion Forums as a space where students can collaborate on small-group projects that align with the higher levels of Bloom’s taxonomy and; 5) remember that the instructional goals should drive the design and use of Discussion Forums.

Student-to-Student Collaborative Engagement and Accountability
The professor utilized a platform that the majority of students were already familiar with, such as Facebook Live, to work together on a group project, before doing it on their own for a final grade. Some of the strategies were to use Pair and Share resources to engage and support learning. Some activities included small interactive groups before COVID-19, just as pizza night. Students also worked on components together in all activities using Blooms Taxonomy; (Explain [remember] ->Understand -> Explore [Apply] -> Identify [Analyze] -> Recommend [Evaluate] -> Assess [Create], which is the highest level.

Student-to-Instructor Accountability Using Multi-Media
In this course, it was critical to have significant student-to-instructor engagement though a variety of activities. Some were developed and borrowed from the web, such as a variety of videos and other media clips. Students were able to submit their work for early feedback, without a grade, as well as periodic, one-on-one, Student-Faculty check-in.  Zoom sessions also provided opportunities for the professor to conduct “mental health check-ins” with students, summative evaluation of group work, and knowledge checks using a variety of classroom assessment checks.

SUMMARY
As an extra credit assignment, students were given the opportunity to read the article in Qualitative Studies in Higher Education Journal, entitled The Cultural Constructs of Race, Gender and Class: A Study of How Afro-Caribbean Women Academics Negotiate Their Careers (Gregory, 2006). After reading the article, they were asked to answer 5 questions, including: 1) What is the relationship between the race, sex and class identity of the women interviewed?; 2) How have the women negotiated and/or sacrificed their identities and lives to reach academic success?; 3) How did the women differ in their strategies to negotiate their careers to reach academic success?; 4) What was the greatest source of tension for these women in the academy? and; 5) What was the greatest source of tension for these women in their personal lives?

The intellectual merit of this article relies on the growing roles and responsibilities, challenges, and opportunities for faculty who are committed to creating and sustaining a truly inclusive, diverse campus community of learners, while engaging their technologically advanced students who are studying remotely due to COVID-19.  Research shows that students often feel isolated in online courses (Croft, Dalton & Grant, 2010). Therefore, it may be more important that online courses include ample student-to-student and student-to-instructor communications to counteract this problem (CITE). Mitchell-Holder (2016) argued that through the use of meaningful communication-based assignments, students can be actively involved in an online course and build connections with peers and the instructor. Although online courses can suffer from reduced communication and student engagement, when faculty incorporate multiple opportunities for teacher-to-student, peer-to-peer interactions, and student involvement, student learning outcomes can further improve.

 


 

References
Dixon, M. (2010). Creating effective student engagement in online courses: What dostudents find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.

Kort, J. (June 25, 2019). Understanding Intersectional Identities, Psychology Today. https://www.psychologytoday.com/us/blog/understanding-the-erotic-code/201906/understanding-intersectional-identities

Lam, P. & Tong, A. (2012). Digital devices in classroom – Hesitations of teachers-to-be. Journal of e-Learning, 10(4), 387–395.

McCoy, B. (2016). Digital distractions in the classroom: Student classroom use of digital devices for non-class related purposes. Journal of Media Education, 7(1), 5-32.

Mitchell-Holder, S. (2016). Let’s talk: Effectively communicating with your online students. In W. Kilgore, (ed.). Humanizing Online Teaching and Learning. Retrieved from https://humanmooc.pressbooks.com/chapter/lets-talk-effectively-communicating-with-your-online-students

Nicholas Croft, Alice Dalton & Marcus Grant, (2010). Overcoming Isolation in Distance Learning: Building a Learning Community through Time and Space, Journal for Education in the Built Environment, 5:1, 27-64, www.ywboston.org