Considering the Educationally Marginalized
A Quiz as Social Justice
Bibliographic Data
| ID | 21459975 |
|---|---|
| Authors | Reynaldo Reyes (0000-0002-8568-2041, The University of Texas at El Paso, corresponding author) |
| Year | 2024 |
| Volume | 126 |
| Issue | 3 |
| Pages | 168-173 |
| Publication date | 2024-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/01614681241254178 |
| OpenAlex | W4396957360 |
| Language | EN |
| References cited | 11 |
Giving quizzes to get students to read may continue to be misunderstood, even grossly undervalued. Using a quiz to encourage (enforce) reading plays a significant role not only in students learning content of their chosen field, but also as the critical first step toward an awakening of the mind—or, at the very least, the mind being more informed, where new knowledge begins with the interplay of reading the world and reading the word. And for those students who have come from the margins of life and school, reading not only informs and prepares them, but also can have other personal and academic significance not immediately seen. Considering the educationally marginalized when making pedagogical choices, such as using a quiz to get students to read in preparation for class, is an important part of social justice in education
Criminology · Economic Justice · Pedagogy · Political science · Publication · Publishing · Racial bias · Racism · Social justice · Sociology · Critical Race Theory in Education · Gender Studies · Law · Psychology
| Highly cited | No |
|---|