Tools of Inaction: The Impasse between Teaching Social Issues and Creating Social Change

Autor/in	Picower, Bree
Titel	Tools of Inaction: The Impasse between Teaching Social Issues and Creating Social Change
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 7, S.908-922 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.995488
Schlagwörter	Social Change; Social Problems; Social Justice; Teacher Education; Qualitative Research; Beginning Teachers; Social Action; Activism; Teacher Attitudes; Teacher Educators; Teacher Role; Ethnography; Interviews; Grounded Theory; College Faculty; Undergraduate Students; Elementary School Teachers; Special Education Teachers; Middle School Teachers; Teaching Methods; Social Responsibility; Barriers; New York + Suchen Sie Ihr Suchwort? Sozialer Wandel; Social problem; Soziales Problem; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Junior teacher; Junglehrer; Soziales Handeln; Aktivismus; Politischer Protest; Lehrerverhalten; Teacher education; Education; Lehrerrolle; Ethnografie; Interviewing; Interviewtechnik; Fakultät; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Verantwortung
Abstract	Within the field of teacher education, increased emphasis has been placed on social justice education (SJE). This qualitative study examined a group of beginning teachers who voluntarily participated in a social justice critical inquiry project (CIP). The findings indicate that while many of them were successful at teaching social issues, they provided few to no opportunities for their students to engage in social action and they themselves did not participate in activism. To explain this, the participants used the following four tools of inaction: "tools of substitution," "postponement," "displacement," and "dismissal." These tools relieved the tension of not taking action and allowed the participants to postpone, justify, or redirect the responsibility of becoming active in struggling for sustainable social change. Understanding the use of these tools can help teacher educators to understand the process of development of social justice educators. (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