Abstract

Open peer commentary on the article “Heterarchical Reflexive Conversational Teaching and Learning as a Vehicle for Ethical Engineering Curriculum Design” by Philip Baron. Upshot: Social justice frameworks for higher education are increasingly emphasized. However, their implementation requires that lecturers take on new roles in the classroom. These new roles require creativity and courage and may place many lecturers in positions of discomfort. This discomfort might be minimized through more focused research into the value of heterarchical, conversational approaches to teaching and learning.

Citation

Simpson Z. (2018) Social justice, teacher change and the need for case-based evidence. Constructivist Foundations 13(3): 324–326. http://constructivist.info/13/3/324

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