Uncommon Teaching in Commonsense Times: A Case Study of a Critical Multicultural Educator and the Academic Success of Diverse Student Populations

Autor/inn/en	Camp, Emilie M.; Oesterreich, Heather A.
Titel	Uncommon Teaching in Commonsense Times: A Case Study of a Critical Multicultural Educator and the Academic Success of Diverse Student Populations
Quelle	In: Multicultural Education, 17 (2010) 2, S.20-26 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Social Justice; Multicultural Education; Teacher Education; Biographies; Grade 5; Case Studies; Student Diversity; Elementary School Teachers; Teaching Methods; Student Empowerment; Academic Achievement; Critical Theory; Power Structure; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Multikulturelle Erziehung; Lehrerausbildung; Lehrerbildung; Biography; Biografie; Biographie; School year 05; 5. Schuljahr; Schuljahr 05; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Studienberechtigung; Schulleistung; Kritische Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In an effort to explore the complexity of how teachers develop and sustain the ability to teach uncommonly in commonsense times, the authors conducted a life history case study of Rae, a fifth grade teacher at a local elementary school in the Southwest United States who has practiced and sustained uncommon teaching for four years. Combining observational and life history methods, the authors gathered data to illuminate her life experiences that led to her commitment to multicultural education, the current "strategies" she uses to resist the scripted, test-driven curriculum, how her past and present allows her to maintain her empowering pedagogy, and what support, if any, she receives from colleagues and administration. The authors highlight how her uncommon teaching emerges from the intertwining of her past and present life experiences and are further shaped and actualized by the structures and practices in teacher preparation and her social justice orientation. Implications of Rae's story for education are discussed. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10