Editing for equity: Understanding instructor motivations for integrating cross-disciplinary Wikipedia assignments
Editing for equity: Understanding instructor motivations for integrating cross-disciplinary Wikipedia assignments
复制标题
公平编辑：了解教师整合跨学科维基百科作业的动机
作者：
Jiawei Xing;Matthew A. Vetter
在研究和宣传方面的进步已经证明了基于维基百科的教育，作为一项运动，在过去10年中呈指数级增长。因此，学者们对维基百科作业可能带来的具体学习成果了解得更多，对社会公平问题也更熟悉（例如，与性别有关的系统性偏见）。尽管有这些进步，很少有奖学金集中在教师的动机，利用维基百科的任务。本文报道了一项调查，超过100名教师从事基于维基百科的教育实践，以贡献一个跨学科的图片教师的动机。我们的研究结果表明，教师承担基于维基百科的任务有许多原因超出了学习目标：包括社会影响力（受到他人的启发），为学生提供一个机会，以促进公共知识，以及与解决社会公平有关的动机，等等。直接致力于解决社会公平问题的参与者将他们的教学法合理化为行动主义或宣传、专业身份和批判性教学法的机会。最后，本文提供了建议，维基百科教育利益相关者方面的发现，教师的职业身份发挥了重要作用，他们的动机，以解决社会公平问题。
Advances in both research and advocacy have demonstrated how Wikipedia-based education, as a movement, has grown exponentially in the last 10 years. As a result, academics know a lot more about specific learning outcomes that Wikipedia assignments might enable and are more familiar with issues of social equity (e.g., systemic biases related to gender) in the encyclopedia. Despite these advances, little scholarship has focused on instructor motivations for utilizing Wikipedia assignments. This paper reports on a survey of over 100 instructors engaged in Wikipedia-based education practices in order to contribute a cross-disciplinary picture of instructor motivations. Our findings suggest that instructors take up Wikipedia-based assignments for a number of reasons beyond learning objectives: including social influence (being inspired by others), providing students an opportunity to contribute to public knowledge, and motivations related to addressing social equity, among others. Participants who are directly motivated to address issues of social equity rationalize their pedagogy as opportunities for activism or advocacy, professional identity, and critical pedagogy. Finally, this paper provides recommendations to Wikipedia Education stakeholders in regards to the finding that instructors’ professional identities play a significant role in their motivation to address issues of social equity.