An "Ideology in Pieces" Approach to Studying Change in Teachers' Sensemaking about Race, Racism, and Racial Justice

Autor/in	Philip, Thomas M.
Titel	An "Ideology in Pieces" Approach to Studying Change in Teachers' Sensemaking about Race, Racism, and Racial Justice
Quelle	In: Cognition and Instruction, 29 (2011) 3, S.297-329 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
Schlagwörter	Social Justice; Race; Ideology; Racial Factors; High Schools; Secondary School Teachers; Mathematics Instruction; Science Instruction; Social Theories; Cultural Pluralism; Racial Attitudes; Social Influences; Consciousness Raising; Racial Bias; Concept Formation; Teacher Attitudes; Stereotypes; Teacher Researchers + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Rasse; Abstammung; Ideologie; High school; Oberschule; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gesellschaftstheorie; Kulturpluralismus; Rassenfrage; Sozialer Einfluss; Bewusstseinsbildung; Racial discrimination; Rassismus; Concept learning; Begriffsbildung; Lehrerverhalten; Klischee; Lehrerforschung
Abstract	This article makes a unique contribution to the literature on teachers' racialized sensemaking by proposing a framework of "ideology in pieces" that synthesizes Hall's (1982, 1996) theory of ideology and diSessa's (1993) theory of conceptual change. Hall's theory of ideology enables an examination of teachers' sensemaking as situated within a structured society and diSessa's research on conceptual change provides an analytical lens to understand the elements of ideological sensemaking and the processes of ideological transformation. I use the framework of ideology in pieces to analyze and interpret the ideological sensemaking and transformation of a teacher engaged in a collaborative teacher research group in which participants explored issues of social justice in their high school math and science classrooms. The framework and analysis presented in the article offer a more comprehensive theory of teachers' ideological sensemaking and transformation that includes their cognitive, social, and structural dimensions. (Contains 4 footnotes, 1 table, and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10