Teach Them How: An Autoethnographic Narrative Documenting Critical Pedagogy Implementation

Autor/in	Rozich, Elizabeth S.
Titel	Teach Them How: An Autoethnographic Narrative Documenting Critical Pedagogy Implementation
Quelle	In: Schools: Studies in Education, 13 (2016) 1, S.76-100 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1175
DOI	10.1086/685804
Schlagwörter	Autobiographies; Ethnography; Educational Practices; History Instruction; Grade 8; Critical Theory; Program Implementation; Faculty Development; Equal Education; Educational Benefits; Personal Narratives + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Ethnografie; Bildungspraxis; History lessons; Geschichtsunterricht; School year 08; 8. Schuljahr; Schuljahr 08; Kritische Theorie; Bildungsertrag; Erlebniserzählung
Abstract	This autoethnographic narrative explores the challenges and successes of employing critical pedagogy in an eighth-grade history classroom. Using the threads of teacher, scholar, and individual, the author shares the intellectual and emotional progression through hope, frustration, humility, and growth that this endeavor demanded. Further, this work demonstrates that while each educator's implementation of critical pedagogy is necessarily unique, the process of personal and professional development that occurs when sincerely seeking to establish a critical and equitable classroom has the potential to significantly benefit not only students but teachers as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01