Engaging the critical in English education. Approaches from the Commission on Social Justice in Teacher Education.

Sonst. Personen	Asmus, Briana (Hrsg.); Gonzalez, Charles H. (Hrsg.)
Titel	Engaging the critical in English education. Approaches from the Commission on Social Justice in Teacher Education.
Quelle	New York; Bern; Berlin; Brussels; Vienna; Oxford: Peter Lang (2020), xiii, 168 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Social justice across contexts in education. 12
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1-4331-6366-7; 978-1-4331-6366-1; 978-1-4331-6367-8
DOI	10.3726/b17220
Schlagwörter	Empirische Forschung; Chancengleichheit; Soziale Ungleichheit; Einstellung (Psy); Kulturelle Identität; Armut; Bildungspolitik; Chancengleichheit; Dialog; Englischunterricht; Gerechtigkeit; Kulturelle Identität; Lehrer; Soziale Ungleichheit; Lehramtsstudent; USA; Bildungspolitik; Überzeugung; Unterrichtsklima; Empirische Forschung; Lehrer; Lehramtsstudent; Lehrerausbildung; Unterrichtsklima; Englischunterricht; Gerechtigkeit; Überzeugung; Armut; Dialog; Ethnische Minderheit; USA
Abstract	The chapters in this collection explore the implementation of social justice pedagogies with preservice teachers by members of the Commission on Social Justice in Teacher Education; a group of teacher educators from across the country whose primary goal is to prepare teachers to use socially just models to reach all groups of students and to create a more equitable educational system. In this collection, each member/author presents a critical model of social justice teaching by considering the ways in which gender, race, class, and other intersections function in the classroom. Individually, authors enact critical models by interrogating inequitable systems of oppression in their own professional and pedagogical environments. Collectively, the chapters ask what thoughtful, participatory social justice pedagogy looks like in multidimensional pedagogical spaces. At all levels, this collection explores the rewards and challenges of social justice pedagogy within and outside of preservice teacher preparation programs influenced by a constantly shifting political landscape. Ultimately, this collection seeks to discover how ideas of social justice are conceptualized and understood by English educators and K-12 teachers. As a possible approach to this question, the chapters in this collection support ELATE-SJ's paradigm for advocacy. This paradigm includes three areas of enaction: research, scholarship, and action. Within these areas, members of the commission (authors) seek to better understand how preservice ELA teachers see themselves and others, to develop flexible teaching models grounded in social justice pedagogy (SJP), and to delineate opportunities for transformation, growth, and change in and through our profession. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3