Tomas Rocha
Biographic Data
| ID | 6880495 |
|---|---|
| NAME | Tomas Rocha |
| GIVEN NAMES | Tomas |
| FAMILY NAME | Rocha |
| SIGNATURE | ROCHA T |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Learning with a Warmer World
Climate change poses a threat to young people's capacity to flourish both now and in the future. In response, Aristotelian Climate Change Education (CCE) aims to cultivate radicalized climate virtues in students and give them structured opportunities to contemplate Socrates's question—“How should one live?”—amidst conditions of unprecedented ecological uncertainty. However appealing this approach may be to environmentalists, it faces a serious ob…
Designing for resistance
Purpose To encourage more just open educational practices, the purpose of this paper is to describe Jose Medina’s theory of epistemic justice and develop a framework applying this conception of epistemic justice to OEP through learning design. The authors hope this framework will help researchers and practitioners develop more equitable learning experiences in open educational contexts. Design/methodology/approach This paper is conceptual and des…
Is Complicity in Oppression a Privilege? Toward Social Justice Education as Mutual Aid
The concept of privilege is widely used in social justice education to denote unearned advantages accrued by members of dominant groups through the oppression of subordinate groups. In this conceptual essay, Nicolas Tanchuk, Tomas Rocha, and Marc Kruse argue that an atomistic conception of advantage implicit in the discourse of privilege supports persistent inequity between groups contrary to the intentions of social justice educators. To solve t…
No prominent works on this page.
Is Complicity in Oppression a Privilege? Toward Social Justice Education as Mutual Aid
The concept of privilege is widely used in social justice education to denote unearned advantages accrued by members of dominant groups through the oppression of subordinate groups. In this conceptual essay, Nicolas Tanchuk, Tomas Rocha, and Marc Kruse argue that an atomistic conception of advantage implicit in the discourse of privilege supports persistent inequity between groups contrary to the intentions of social justice educators. To solve t…
Designing for resistance
Purpose To encourage more just open educational practices, the purpose of this paper is to describe Jose Medina’s theory of epistemic justice and develop a framework applying this conception of epistemic justice to OEP through learning design. The authors hope this framework will help researchers and practitioners develop more equitable learning experiences in open educational contexts. Design/methodology/approach This paper is conceptual and des…
Learning with a Warmer World
Climate change poses a threat to young people's capacity to flourish both now and in the future. In response, Aristotelian Climate Change Education (CCE) aims to cultivate radicalized climate virtues in students and give them structured opportunities to contemplate Socrates's question—“How should one live?”—amidst conditions of unprecedented ecological uncertainty. However appealing this approach may be to environmentalists, it faces a serious ob…
Political science (2 works) · Politics (2 works) · Social science (2 works) · Sociology (2 works) · Appeal (1 work) · Artificial Intelligence (1 work) · Climate change (1 work) · Climate Change and Geoengineering (1 work) · Climate Change Communication and Perception (1 work) · Cognitive reframing (1 work)