Enhancing Meaning With an Ethic of Social Justice

Enhancing Meaning With an Ethic of Social Justice

Central to the outcome of personal competence “from a culturally responsive perspective are learning processes that encourage people to think holistically and critically about their conditions, realize the dynamic relationship between critical thought and critical action, and feel empowered to make the changes needed. This kind of critical consciousness reflects one of the highest developments of thought and action possible among people.” (Freire, as cited in Ginsberg & Wlodkowski, 2009, p. 195)
This week’s Learning Resources highlight the fundamental connection between enhancing meaning and contributing to a critical consciousness. Through an ethic of social justice and transformation, educators and learners together confront dominant perspectives that lead to deeper meaning.
There are a variety of strategies through which adult educators may enhance meaning within this ethic of social justice. For this week’s Application Assignment, carefully consider the context and audience of adult learning in which you currently work or would like to work in the future. Then complete the following:

• Identify three of the strategies presented in this week’s Learning Resources (e.g., action research, critical discussions, posing problems, role playing, projects) that stand out to you

• Offer a rationale for why you have chosen each of the strategies, and explain why you believe they are of value

• Explain how each strategy contributes to the development of critical consciousness and an ethic of social justice within and among your adult learners

Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To access select media resources, please use the media player below.
Required Readings

• Course Text: Diversity & Motivation: Culturally Responsive Teaching in College (2nd ed.)

o Chapter 4, “Enhancing Meaning”
Focus on the definition of meaning and its connection to learner engagement, challenge, and intrinsic motivation.
• Article: García, D. G. (2008). Transformations through teatro: Culture clash in a Chicana/o history classroom. Radical History Review, (102), 111–130.
Retrieved from the Walden Library using the Academic Search Complete database.
Transformations through Teatro: Culture Clash in a Chicana/o History Classroom by Garcia, David G., in Radical History Review, Issue 102. Copyright 2008 by Duke University Press. Reprinted by permission of Duke University Press via the Copyright Clearance Center.
Focus on the norms, practices, and approaches used by the author to enhance meaning for his learners. Also, focus on of the connection between “transformational pedagogy” and culturally responsive strategies.
• Video: “Enhancing Meaning”
In this video program, Dr. Raymond Wlodkowski addresses the third condition in the Motivational Framework: Enhancing Meaning. Dr Wlodkowski illuminates the relationship between “flow theory,” meaning, challenge, and intrinsic motivation. You will also hear from various adult learners about how they find meaning in their learning experiences.
Focus on the characteristics that identify a “flow” experience and learner descriptions of how “flow” can lead to intrinsic motivation.
• Video: Csikszentmihalyi, M. (2004, February). Mihaly Csikzentmihalyi: Creativity, fulfillment and flow [Video file]. Retrieved fromhttp://blog.ted.com/2008/10/23/creativity_fulf/
Focus on Dr. Csikszentmihalyi’s description of “flow” and its implications for success.

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