"I Know What You Are about to Enter": Lived Experiences as the Curricular Foundation for Teaching Citizenship

Autor/in	Vickery, Amanda E.
Titel	"I Know What You Are about to Enter": Lived Experiences as the Curricular Foundation for Teaching Citizenship
Quelle	In: Gender and Education, 28 (2016) 6, S.725-741 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2016.1221890
Schlagwörter	Citizenship Education; African American Teachers; African American Students; Role Perception; Curriculum Development; Inclusion; Experience; Social Studies; Females; Feminism; Caring; Professional Identity; Case Studies; Suburban Schools; Teaching Methods; Qualitative Research; Semi Structured Interviews; High School Students + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Role conception; Rollenverständnis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inklusion; Erfahrung; Gemeinschaftskunde; Weibliches Geschlecht; Feminismus; Care; Pflege; Sorge; Betreuung; Case study; Fallstudie; Case Study; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; High school; High schools; Oberschule
Abstract	This qualitative multiple case study documents how two African American women social studies teachers utilise their lived experiences as the curricular foundation for teaching differing notions of citizenship to African-American students. Particular events, experiences, and relationships helped shape their perception of their roles as teachers and how they approached crafting a curriculum that was representative of their lived experiences as well as those of their students and community. This study hopes to shed light on how experiences may be used as valuable sources of knowledge in creating a more inclusive curriculum that mirrors the diversity seen in classrooms. (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