Enacting a Critical Pedagogy, Influencing Teachers' Sociopolitical Development

Autor/inn/en	Zion, Shelley; Allen, Carrie D.; Jean, Christina
Titel	Enacting a Critical Pedagogy, Influencing Teachers' Sociopolitical Development
Quelle	In: Urban Review: Issues and Ideas in Public Education, 47 (2015) 5, S.914-933 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-015-0340-y
Schlagwörter	Social Development; Social Justice; Civics; Cultural Awareness; Middle School Teachers; Teacher Education; Critical Theory; Race; Participatory Research; Action Research; Minority Group Students; Disadvantaged Youth; Educational Opportunities; Achievement Gap; Equal Education; Change Agents; Research Methodology; Discovery Processes; Observation; Writing Assignments; Computer Mediated Communication; Interviews + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Soziale Gerechtigkeit; Staatsbürgerkunde; Cultural identity; Kulturelle Identität; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Kritische Theorie; Rasse; Abstammung; Forschungstätigkeit; Projektforschung; Benachteiligter Jugendlicher; Bildungsangebot; Bildungschance; Research method; Forschungsmethode; Beobachtung; Computerkonferenz; Interviewing; Interviewtechnik
Abstract	Historically marginalized students continue to experience opportunity gaps in our schools and inequities in their communities. To change these contexts, we want students to develop the skills, mindsets, and ability to act against oppression. In order for that to occur, educators must have support and opportunities to learn and practice acting as agents of change against oppression in the educational system. This challenge is particularly salient given that a majority of teachers are White and middle class, and thus have different backgrounds from the youth they seek to support. This exploratory study examined whether and how educators who participated in a project called critical civic inquiry (CCI) experienced sociopolitical development. Data including video observations, written assignments, online discussion boards, and individual interviews. The paper focuses on the experiences of five White educators in urban middle schools who participated in a yearlong CCI course, which was designed to support them in implementing critical pedagogy, student voice, sociopolitical development, and participatory action research in their classrooms. In this paper, we discuss how enacting a critical pedagogy as a participant in CCI may have impacted the sociopolitical development of teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01