Teaching Communities: Working to Effect Social Change through Critical Literacies and Place-Conscious Pedagogies

Autor/in	Çelebi, Hatice
Titel	Teaching Communities: Working to Effect Social Change through Critical Literacies and Place-Conscious Pedagogies
Quelle	In: Critical Inquiry in Language Studies, 19 (2022) 3, S.237-263 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Çelebi, Hatice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2022.2030229
Schlagwörter	Critical Literacy; Place Based Education; Language Teachers; Teacher Attitudes; Ethnography; Teaching Methods; Educational Theories; Public Schools; Researchers; Social Differences; English (Second Language); Second Language Learning; Second Language Instruction; Institutional Characteristics; Student Diversity; Student Characteristics; Disadvantaged Schools; Race; Ethnicity; Low Income Students; Poverty; Food; Code Switching (Language); Multilingualism; Culturally Relevant Education; Faculty Development; School Community Relationship + Suchen Sie Ihr Suchwort? Kritisches Lesen; Language teacher; Sprachunterricht; Lehrerverhalten; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Public school; Öffentliche Schule; Researcher; Forscher; Sozialer Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Rasse; Abstammung; Ethnizität; Armut; Lebensmittel; Mehrsprachigkeit; Multilingualismus
Abstract	The purpose of this study is to investigate the role of place-consciousness in teaching through critical literacies pedagogies and how place-consciousness shapes a teacher's decision-making in critical literacy practices. This classroom-based ethnographic study was carried out at a school in the Northeastern United States. One language teacher was observed and interviewed in her school over a period of one year. Throughout the study period, data from semi-structured interviews, fieldnotes, observation notes, informal conversations, and artifacts were coded and interpreted. Based on the findings, this paper suggests that critical literacies pedagogies and place-based education are complementary and inseparable. The findings of the study further reveals that a teacher's conceptualization of space and place and how the teacher responds to the place have significant ramifications for integrating critical literacies pedagogies into curriculum. No theory of critical literacies can be considered complete without a theory of place-based education but how space and place are conceptualized are of great underlying significance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01