Carla Briffett-Aktaş
Biographic Data
| ID | 5397956 |
|---|---|
| NAME | Carla Briffett-Aktaş |
| GIVEN NAMES | Carla |
| FAMILY NAME | Briffett-Aktaş |
| SIGNATURE | BRIFFETT-AKTAŞ C |
| AFFILIATIONS | Xi'an Jiaotong University |
| ORCID | 0000-0002-8398-8960 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The student voice for social justice pedagogical method
Creating a socially just pedagogy from a grassroots level could help address issues of educational injustice. This paper focuses on the creation of the student voice for social justice (SVSJ) pedagogical method that is based on Nancy Fraser’s political social justice framework. The resulting approach, developed through participatory action research, involves students in higher education acting as co-investigators and co-constructors in pedagogica…
Student silence as voice
Multiple rounds of implementingthe student voice for social justice (SVSJ) pedagogical method in Hong Kong SAR and mainland China catalysed rethinking student voice notions in higher education (HE) which often include participation in its conceptualisations. This understanding makes student voice notions linked to active voice expressions. However, promoting student voice becomes ethically complicated when considering student autonomy and agency …
Expressions of educational change agents
Expressiveness versus genuineness
Enhancing social justice and socially just pedagogy in higher education through participatory action research
Social justice in education can be understood as empowering students to participate meaningfully in their education on par with peers. Participation amongst students in higher education classrooms is becoming a concern because of increased globalisation and local student diversity. In this work, Nancy Fraser’s three-dimensional framework of social justice (economic, cultural, and political) is applied to higher education courses to promote partic…
Including student voice in Chinese higher education classrooms
In China, traditional classrooms are believed to be teacher-centred, and lecturer-student relations are of a relatively high-power distance. Recent trends have witnessed initiatives by Chinese educators to make classrooms more student-centred and to make lecturer-student interactions more equal. However, this process has been slow and challenging as different, even opposing pedagogical values, epistemological traditions, and understandings of lec…
Humility’s role in the student voice for social justice pedagogical method
Humility, in a variety of forms, has been examined in educational contexts in recent years. However, its association with a particular pedagogical method remains an unexplored area of inquiry. Likewise, social justice and student voice are a concern in international education arenas, including in higher education, but are not usually connected to virtue acquisition or demonstration. The student voice for social justice (SVSJ) pedagogical method, …
The lived realities of left‐behind children in Mainland China
Left‐behind children (LBC) are a social and educational concern in China. Researchers have identified psychological and behavioural effects on LBC. This study creates a profile of LBC in rural Sichuan and identifies life and values education (LVE) as a beneficial intervention. Interviews were conducted with six LBC, two parents and one teacher. The data indicate that LBC face challenges in the areas of parental communication, being raised in non‐…
No prominent works on this page.
The lived realities of left‐behind children in Mainland China
Left‐behind children (LBC) are a social and educational concern in China. Researchers have identified psychological and behavioural effects on LBC. This study creates a profile of LBC in rural Sichuan and identifies life and values education (LVE) as a beneficial intervention. Interviews were conducted with six LBC, two parents and one teacher. The data indicate that LBC face challenges in the areas of parental communication, being raised in non‐…
Enhancing social justice and socially just pedagogy in higher education through participatory action research
Social justice in education can be understood as empowering students to participate meaningfully in their education on par with peers. Participation amongst students in higher education classrooms is becoming a concern because of increased globalisation and local student diversity. In this work, Nancy Fraser’s three-dimensional framework of social justice (economic, cultural, and political) is applied to higher education courses to promote partic…
Including student voice in Chinese higher education classrooms
In China, traditional classrooms are believed to be teacher-centred, and lecturer-student relations are of a relatively high-power distance. Recent trends have witnessed initiatives by Chinese educators to make classrooms more student-centred and to make lecturer-student interactions more equal. However, this process has been slow and challenging as different, even opposing pedagogical values, epistemological traditions, and understandings of lec…
Humility’s role in the student voice for social justice pedagogical method
Humility, in a variety of forms, has been examined in educational contexts in recent years. However, its association with a particular pedagogical method remains an unexplored area of inquiry. Likewise, social justice and student voice are a concern in international education arenas, including in higher education, but are not usually connected to virtue acquisition or demonstration. The student voice for social justice (SVSJ) pedagogical method, …
The student voice for social justice pedagogical method
Creating a socially just pedagogy from a grassroots level could help address issues of educational injustice. This paper focuses on the creation of the student voice for social justice (SVSJ) pedagogical method that is based on Nancy Fraser’s political social justice framework. The resulting approach, developed through participatory action research, involves students in higher education acting as co-investigators and co-constructors in pedagogica…
Student silence as voice
Multiple rounds of implementingthe student voice for social justice (SVSJ) pedagogical method in Hong Kong SAR and mainland China catalysed rethinking student voice notions in higher education (HE) which often include participation in its conceptualisations. This understanding makes student voice notions linked to active voice expressions. However, promoting student voice becomes ethically complicated when considering student autonomy and agency …
Expressions of educational change agents
Expressiveness versus genuineness
Pedagogy (7 works) · Psychology (7 works) · Higher Education Practises and Engagement (6 works) · Political science (6 works) · Higher education (5 works) · Sociology (5 works) · Communication in Education and Healthcare (4 works) · Social science (3 works) · Action research (2 works) · Autonomy (2 works)