Call and Response: Inquiry-Based Learning as a Critical Pedagogy in the Scholarship of Teaching and Learning to Promote Transformation and Transformational Leadership
DOI:
https://doi.org/10.29173/isotl678Keywords:
Inquiry-Based Learning, Critical Pedagogy, Approaches to Scholarship of Teaching and Learning, Transformational Leadership, TransformationAbstract
We have been called to action as teachers—to become leaders of change in society and move forward in good ways in the Scholarship of Teaching and Learning (SoTL). To move forward in good ways, we must identify and work to deconstruct systemic racism and white supremacy embedded in all colonial institutions, including institutions of higher education. We can start this journey in higher education by responding to the call to engage with new ways of knowing and doing; we can apply critical pedagogies in the classroom. Responding to Dr. Gabrielle Weasel Head’s question “What might we miss if we do not spark students’ curiosity?,” I suggest that through the application of inquiry-based learning (IBL), we might inspire students to become curious and engage with us in the goals of social justice. In this call-and-response article, I engage with the literature and reflect on the application of IBL as both student and teacher.
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