Confronting the Urban Civic Opportunity Gap: Preservice Teachers' Responses to Documentary Counter-Stories of U.S. Immigration

Autor/inn/en	Rubin, Beth C.; Abu El-Haj, Thea Renda; Graham, Eliot; Clay, Kevin
Titel	Confronting the Urban Civic Opportunity Gap: Preservice Teachers' Responses to Documentary Counter-Stories of U.S. Immigration
Quelle	In: Journal of Teacher Education, 67 (2016) 5, S.424-436 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116667195
Schlagwörter	Action Research; Preservice Teachers; Urban Education; Residential Programs; Disadvantaged Schools; Achievement Gap; Semi Structured Interviews; Social Justice; New Jersey + Suchen Sie Ihr Suchwort? Projektforschung; Stadtteilbezogenes Lernen; Sozialer Wohnungsbau; Soziale Gerechtigkeit
Abstract	This article considers how youth participatory action research (YPAR) can be used to build the civic teaching capacities of preservice teachers working in urban settings. In the final semester of an urban-focused teacher education program, preservice teachers led YPAR programs in the urban schools in which they student-taught the previous semester. This article analyzes what preservice teachers learn through the process of YPAR. Specifically, we found that YPAR supported teacher learning in three areas: cultivating student-centered teaching practices, observing and documenting students' strengths and capacities, and developing new understandings of the structural inequalities that shaped the lives of the students in urban schools. Drawing on data collected over the past 6 years, we argue that leading children and young people in participatory action research projects can contribute to the creation of the transformative civic educators so sorely needed in urban settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01