Adult Education Research: Can It Advance Social Justice?
Social media as a site of public pedagogy has been attributed with the rise of the Arab Spring, the spread of the #MeToo and Black Lives Matter movements, and the political movements of MAGA and #Resist. If social media platforms are tools that can be used to promote confrontations with a wide variety of social injustices, then it is important to examine the process of learning that occurs when engaging with these platforms. Key to learning is one's ability to reflect, yet the cognitive overload often experienced when using social media platforms questions if social justice causes can be served on these corporate-owned platforms. This reflection essay considers the role of learning through reflection in the dynamic and algorithmically driven context of social media platforms. Further, this essay will consider how reflection to now-accessible amplified fringe ideas and concepts may be influencing and changing the values of social justice.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).