Talking Back: Teaching and Learning through Autobiographies in Multicultural Education

Autor/in	Guillory, Nichole A.
Titel	Talking Back: Teaching and Learning through Autobiographies in Multicultural Education
Quelle	In: Teaching Education, 23 (2012) 2, S.153-165 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2012.669366
Schlagwörter	Education Courses; Multicultural Education; Student Teacher Attitudes; Elementary Secondary Education; Autobiographies; Essays; Inquiry; Classroom Environment; Context Effect; Preservice Teacher Education; Preservice Teachers; Teacher Education Curriculum; Field Experience Programs; Reflection; Transformative Learning; Learning Processes; Learning Theories; Personal Narratives; Educational Philosophy; Georgia + Suchen Sie Ihr Suchwort? Fortbildungskurs; Multikulturelle Erziehung; Autobiography; Autobiografie; Autobiographie; Essay; Aufsatzunterricht; Klassenklima; Unterrichtsklima; Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Pädagogische Transformation; Learning process; Lernprozess; Learning theory; Lerntheorie; Erlebniserzählung; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This research essay is intended to situate the curriculum in my multicultural education courses--of talking back through autobiographical inquiry--within real schools, a site where curriculum theorists rarely situate their work. The literature by curriculum theorists that precedes my study generally has focused on how pre-service teachers in multicultural education courses are changed (or not) as a result of course readings, discussions, and critical autobiographical reflection, all of which happen within the confines of the university classroom. My research essay extends the work of curriculum theorists on autobiography in education by focusing on the ways in which pre-service teachers use autobiographical inquiry to reflect on the impact of the context of real public schools and K-12 students on their constructions of themselves as teachers. In my extension of this work, I draw on bell hooks' notion of "talking back" as an overarching framework in analyzing the autobiographical reflections of pre-service teachers. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10