Abstract
The purpose of this book chapter is to discuss the use of autoethnography as an instructional tool to teach social justice in an undergraduate Introduction to Educational Leadership in a Global Society course. After introducing the topic, I provide a background/context for which the course is taught. Then, I briefly discuss the key components of the course content: social justice, critical thinking, connected knowing, and autoethnography. Next, I provide details regarding the course assignment. Finally, this book chapter ends with implications for teaching and learning social justice and equity in higher education.
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