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Exploring International Educators' Learning About Local and Global Social Justice in a Virtual Community of Practice
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Author(s): Bima Sapkota (University of Texas Rio Grande Valley, USA), Xuwei Luo (Purdue University, USA), Muna Sapkota (Purdue University, USA), Murat Akarsu (Ağrı İbrahim Çeçen University, Turkey), Emmanuel Deogratias (Sokoine University of Agriculture, Tanzania), Daphne Fauber (Purdue University, USA), Rose Mbewe (Purdue University, USA), Fidelis Mumba (David Livingstone College of Education, Zambia), Ram Krishna Panthi (Kathmandu University, Nepal), Jill Newton (Purdue University, USA)and JoAnn Phillion (Purdue University, USA)
Copyright: 2024
Pages: 34
Source title:
Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education
Source Author(s)/Editor(s): Alina Slapac (University of Missouri-St. Louis, USA)and Cristina A. Huertas-Abril (University of Córdoba, Spain)
DOI: 10.4018/978-1-6684-7813-4.ch003
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Abstract
In this chapter, the authors report themes that emerged when a cross-cultural team of researchers involved in a virtual international community of practice (Global Social Justice in Education-GSJE) investigated reflections on activities focused on social justice in local and global contexts. The findings suggested that the activities elicited GSJE community members' understandings of the complexities of social justice associated with naming practices, privilege, and the arts within their own and across contexts. The authors discuss implications of the activities to advance diverse educators' understanding of social justice in global and local contexts. They also unpack the opportunities and challenges that resulted from the collaborative research process and the writing of this chapter completed by the international author team comprised of 11 education scholars from seven countries.
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