Interacting with Upset Parents/Guardians: Defending Justice-Oriented Social Studies Lessons in Parent-Teacher Conference Simulations

Autor/inn/en	Brkich, Christopher Andrew; Newkirk, April Cribbs
Titel	Interacting with Upset Parents/Guardians: Defending Justice-Oriented Social Studies Lessons in Parent-Teacher Conference Simulations
Quelle	In: Theory and Research in Social Education, 43 (2015) 4, S.528-559 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2015.1099485
Schlagwörter	Social Problems; Social Justice; Controversial Issues (Course Content); Preservice Teacher Education; Teacher Competencies; Learning Activities; Planning; Adolescent Literature; Fiction; Case Studies; Parent Teacher Cooperation; Teacher Behavior; Conflict; Middle School Teachers; Social Studies; Citizenship Education; Instructional Effectiveness; Novels; Persuasive Discourse + Suchen Sie Ihr Suchwort? Social problem; Soziales Problem; Soziale Gerechtigkeit; Controversial issues; Kontroverse; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Lernaktivität; Ablaufplanung; Planungsprozess; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Fiktion; Case study; Fallstudie; Case Study; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher behaviour; Lehrerverhalten; Konflikt; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Unterrichtserfolg; Novel; Roman; Persuasion; Persuasive Kommunikation
Abstract	Providing middle-grades students the opportunity to engage meaningfully with controversial public issues (CPIs), socioscientific issues (SSIs), or a framework for social justice can be very dangerous work professionally. However, rather than encouraging teacher candidates to eschew controversy, ensuring they receive sufficient training in how to plan and defend their content and pedagogy choices in promoting social justice is critical. As a part of their regularly scheduled learning activities, teacher candidates participated in a sequence of exercises designed to develop their abilities in planning and defending justice-oriented social studies lessons using young adult fiction. This case study examines 8 participating teacher candidates' experiences, answering the following question: When faced with a parent/guardian upset with content and pedagogy choices teacher candidates made in developing a justice-oriented lesson plan based on either "Esperanza Rising" or "The Hunger Games," what positions do they take to defend these choices? (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01