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- Title
Critical Thinking, Reading Comprehension, and Social Justice: University Students' Knowledge of the Concept of Slavery.
- Authors
Arfa-Kaboodvand, Mandana; Ferreira-Meyers, Karen
- Abstract
In this paper, the authors start from the assumption that what is taught in secondary/high schools forms the basis of the general knowledge learners carry with them when they start their university studies. Discourse analysis of first-year university students' responses to a reading comprehension question (purposefully selected from a cohort of 500+ students taking a first-semester Academic Communication Skills course) shows how erroneous this hypothesis might be. In addition to this discourse analysis, we examined the secondary/high school curriculum (Ministry of Education and Training, Eswatini) in order to highlight the main elements of slavery taught in the schools. We investigate the notion of critical thinking--or lack thereof--in relation to some unexpected answers to an examination question relating to slavery. We highlight some of the possible reasons for the presence of a high number (76 responses out of 507) of surprising student responses and how a reading comprehension question has shed light on it.
- Subjects
CRITICAL thinking; COMPREHENSION; SOCIAL justice; HIGHER education; COMMUNICATION
- Publication
HyperCultura, 2021, Vol 10, p2
- ISSN
2285-2115
- Publication type
Article