Critical pedagogy and Socially Responsible Investing (SRI)

Questioning our post-secondary institutions’ investment strategies

in Learning and Teaching
Author:
David P. Thomas Mount Allison University dthomas@mta.ca

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DOI:
https://doi.org/10.3167/latiss.2016.090302
Keywords:
critical pedagogy; Socially Responsible Investing (SRI); student-centred learning
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Abstract

This article explores the use of critical pedagogy in addressing the important issue of Socially Responsible Investing (SRI) in the post-secondary context. I argue that tools of critical pedagogy – in this case student-centred learning and sharing power in the classroom – provide a productive avenue for post-secondary students to engage with SRI. In addition, analysing current debates and trends in SRI offers an excellent opportunity to encourage active, engaged, student-centred learning, with the ultimate goal of producing citizens who are capable of questioning the world around them. The article presents a case study of a course on SRI at a small liberal arts university in Canada to illustrate the potential of critically teaching and learning about SRI.

Contributor Notes

David P. Thomas is Associate Professor and Head of the Department of Politics and International Relations at Mount Allison University. He teaches and conducts research in the areas of international development, African politics, international relations, the role of Canadian actors in the Global South and the political implications of critical pedagogy. Email: dthomas@mta.ca

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Learning and Teaching

The International Journal of Higher Education in the Social Sciences

Cover Learning and Teaching
Article Category:
Research Article
Page Count:
18
Keywords:
critical pedagogy; Socially Responsible Investing (SRI); student-centred learning
Print Publication Date:
01 Dec 2016
Online Publication Date:
01 Dec 2016
Copyright:
© Berghahn Books 2016

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