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The use of action theories, social j...

Kline, Kimberly A.

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The use of action theories, social justice issues and reflection in a student affairs master's course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The use of action theories, social justice issues and reflection in a student affairs master's course./
Author:	Kline, Kimberly A.
Description:	189 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0513.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162975
ISBN:	0496969102

The use of action theories, social justice issues and reflection in a student affairs master's course.
Kline, Kimberly A.

The use of action theories, social justice issues and reflection in a student affairs master's course. - 189 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0513.

Thesis (Ph.D.)--Indiana University, 2004.

Student affairs graduate programs tend to prepare students by communicating about theories and research on college students and administration, but do not address how to translate those theories to practice. In many cases, issues of social justice are treated at an espoused level, but insufficient attention is given to social justice practice in student affairs administration. One way to overcome this gap between theory and practice is to reflect on action theories---in relation to social justice issues---in graduate courses for student affairs professionals. Habermas' theory of "communicative action", which focuses on the process of building understanding among groups of individuals (1990, p. 58), and Schon's theory of reflective practice (1983) can inform new approaches to education on social justice in student affairs.

ISBN: 0496969102Subjects--Topical Terms:

543175
Education, Higher.

The use of action theories, social justice issues and reflection in a student affairs master's course.
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100 1 $a Kline, Kimberly A. $3 1939590
245 1 4 $a The use of action theories, social justice issues and reflection in a student affairs master's course.
300 $a 189 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0513.
500 $a Chair: Edward P. St. John.
502 $a Thesis (Ph.D.)--Indiana University, 2004.
520 $a Student affairs graduate programs tend to prepare students by communicating about theories and research on college students and administration, but do not address how to translate those theories to practice. In many cases, issues of social justice are treated at an espoused level, but insufficient attention is given to social justice practice in student affairs administration. One way to overcome this gap between theory and practice is to reflect on action theories---in relation to social justice issues---in graduate courses for student affairs professionals. Habermas' theory of "communicative action", which focuses on the process of building understanding among groups of individuals (1990, p. 58), and Schon's theory of reflective practice (1983) can inform new approaches to education on social justice in student affairs.
520 $a This study examined ways student affairs graduate students learned action theories, reflected on their own practices, and dealt with social justice issues in their professional practice. The study employed classroom research, a liberatory pedagogy and a case study methodology in a student affairs preparation classroom. The researcher acted as a participant-observer over a four-month period, working collaboratively with the instructor and students.
520 $a Study findings indicate that although most participants resisted the introduction of social justice issues into a course on professional development, they came to understand how reflective practice could help them deal better with the difficult issues they faced in their practice. Participants were mainly concerned with being better prepared to survive the political environments in universities, but were unsure of how to acquire the necessary skills. They were interested in theory, but found it difficult to distinguish action theories from other types of learning theories such as psychosocial developmental theories. Practical exercises such as the professional dialogues and professional praxis paper, combined with reflection, helped students to better link action theories to practice.
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