PROMOTING SOCIAL JUSTICE THROUGH REFLECTIVE JOURNALING

Abstract

Educators learn through reflection on how power shapestheir own practices. By expressing their concerns aboutthe constraints they faceand brainstorming solutions or remedies to address them, educators grow as professionals. The primary goal for using reflective journals in this research was to make graduate students critically reflect on how issues of globalization and diversity affect their own school practices. Understandingthese issues, empower educators todevelop an inclusive environment for all students. Students were asked to examine how social, political, cultural, and economic factors impact school practicesandstudents’ learning. Participating students’ journals demonstrated evidence of higher levels of critical reflection and increased awareness of students’ diversity at the end of the course.Findings indicated an improvement in students’ attitudes towards reflective writing as well.

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