nach oben

The Urban Review

Erschienen in:

25.08.2015

Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development

verfasst von: Shelley Zion, Carrie D. Allen, Christina Jean

Erschienen in: The Urban Review | Ausgabe 5/2015

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Historically marginalized students continue to experience opportunity gaps in our schools and inequities in their communities. To change these contexts, we want students to develop the skills, mindsets, and ability to act against oppression. In order for that to occur, educators must have support and opportunities to learn and practice acting as agents of change against oppression in the educational system. This challenge is particularly salient given that a majority of teachers are White and middle class, and thus have different backgrounds from the youth they seek to support. This exploratory study examined whether and how educators who participated in a project called critical civic inquiry (CCI) experienced sociopolitical development. Data including video observations, written assignments, online discussion boards, and individual interviews. The paper focuses on the experiences of five White educators in urban middle schools who participated in a yearlong CCI course, which was designed to support them in implementing critical pedagogy, student voice, sociopolitical development, and participatory action research in their classrooms. In this paper, we discuss how enacting a critical pedagogy as a participant in CCI may have impacted the sociopolitical development of teachers.

Vorheriger Artikel Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

all names are pseudonym’s.

Agarwal, R., Epstein, S., Oppenheim, R., Oyler, C., & Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice. Journal of Teacher Education, 61(3), 237–247. doi:10.1177/0022487109354521.CrossRef

Banks, J., Moll, L., Richert, A., Zeichner, K., LePage, P., Darling-Hammond, L., & McDonald, M. (2005). Teaching Diverse Learmers. In M. Cochran-Smith (Ed.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 232–274). San Francisco, CA: Jossey-Bass.

Bergeron, B. S. (2008). Enacting a culturally responsive curriculum in a novice teacher’s classroom: Encountering disequilibrium. Urban Education, 43(1), 4–28. doi:10.1177/0042085907309208.CrossRef

Brown, E. L. (2004). The relationship of self-concepts to changes in cultural diversity awareness: Implications for urban teacher educators. The Urban Review, 26(2), 119–145.CrossRef

Carter, S. C. (2000). No excuses: Lessons from 21 high-performing, high-poverty schools. Heritage. The Heritage Foundation: Washington, D.C.

Chang, S., Anagnostopoulos, D., & Omae, H. (2011). The multidimensionality of multicultural service learning: The variable effects of social identity, context and pedagogy on pre-service teachers’ learning. Teaching and Teacher Education, 27, 1078–1089.CrossRef

Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press.

Conner, J. O. (2010). Learning to unlearn: How a service-learning project can help teacher candidates to reframe urban students. Teaching and Teacher Education, 26(5), 1170–1177. doi:10.1016/j.tate.2010.02.001.CrossRef

Dei, G. J. S. (1996). Anti-racism education. Halifax, Nova Scotia: Fernwood.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: Macmillan.

Diemer, M. A., Hsieh, C., & Pan, T. (2009). School and parental influences on sociopolitical development among poor adolescents of color. The Counseling Psychologist, 37(2), 317–344. doi:10.1177/0011000008315971.CrossRef

Diemer, M. A., Wang, Q., Moore, T., Gregory, S. R., Hatcher, K. M., & Voight, A. M. (2010). Sociopolitical development, work salience, and vocational expectations among low socioeconomic status African American, Latin American, and Asian American youth. Developmental Psychology, 46(3), 619–635. doi:10.1037/a0017049.CrossRef

Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.

Freire, P. (1972). Pedagogy of the oppressed. [S.l.]: Penguin Education.

Freire, P. (2007). Pedagogy of the oppressed. New York: Continuum International Publishing Group.

Garcia, E., Arias, M. B., Harris Murri, N. J., & Serna, C. (2010). Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 6(1–2), 132–142.CrossRef

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.

Giroux, H. A. (1983). Theory and resistance in education. South Hadley, MA: Bergin and Garvey.

Giroux, H. A. (2011). On critical pedagogy. New York, NY: Continuum International Publishing Group.

Kincheloe, J., & Mclaren, P. (2011). Rethinking critical theory and qualitative research. In K. Hayes, et al. (Eds.), Key work in critical pedagogy (pp. 285–326). Rotterdam, Netherlands: Sense Publishers.CrossRef

King, J. (1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. The Journal of Negro Education, 60(2), 133–146.CrossRef

Lack, B. (2009). No excuses: A critique of the knowledge is power program (KIPP) within charter schools in the USA. Journal for Critical Education Policy Studies, 7(2), 126–153.

Ladson-Billings, G. (2008). “Yes, but how do we do it?” Practicing culturally relevant pedagogy. In W. Ayers, G. Ladson-Billings, G. Miche, & P. A. Noguera (Eds.), City kids, city schools: More reports from the front row (pp. 162–177). New York: New Press.

Landsman, J. (2001). A white teacher talks about race. Lanham, MD: Scarecrow Press.

Lawrence, S. M., & Tatum, B. D. (1999). White racial identity and anti-racist education: A catalyst for change. In E. Lee, D. Menkart, & M. Okazawa-Rey (Eds.), Beyond heroes and holidays: A practical guide to K-12 anti-racist, multi-cultural education and staff development (pp. 45–51). Washington, DC: Network of Educators on the Americas.

Marx, S. (2004). Regarding whiteness: Exploring and intervening in the effects of racism in teacher education. Equity and Excellence in Education, 37(1), 31–43.CrossRef

Meyerson, D. (2003). Tempered radicals: How everyday leaders inspire change at work. Boston, MA: Harvard Business School.

Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers College Press.

National Assessment of Educational Progress. (2013). Downloaded 06/27/2015 http://www.nationsreportcard.gov/reading_math_2013/#/student-groups.

National Education Association. (2003). Meeting the challenges of recruitment and retention. Washington, DC.

Paley, V. G. (2000). White teacher. Cambridge, MA: Harvard University Press.

Pugach, M. C., Blanton, L. P., & Florian, L. (2012). Enacting diversity in dual certification programs. Journal of Teacher Education, 63, 254–267.CrossRef

Rychly, L., & Graves, E. (2012). Teacher characteristics for culturally responsive pedagogy. Multicultural Perspectives, 14(1), 44–49. doi:10.1080/15210960.2012.646853.CrossRef

Santoro, N. (2009). Teaching in culturally diverse contexts: What knowledge about ‘self’ and ‘others’ do teachers need? Journal of Education for Teaching, 35(1), 33–45. doi:10.1080/02607470802587111.CrossRef

Seidl, B., & Hancock, S. (2011). Acquiring double images: White preservice teachers locating themselves in a raced world. Harvard educational review: December 2011, Vol. 81, No. 4, (pp. 687–709).

Sleeter, C., & Delgado Berna, D. (2003). Critical pedagogy, critical race theory, and antiracist education: Implications for multicultural education. In J. A. Banks & C. A. Banks (Eds). Handbook of research on multicultural education (Chap. 1, pp. 240–258).

Sleeter, C. E., & Milner, H. R. I. V. (2011). Researching successful efforts in teacher education to diversify teachers. In A. F. Ball & C. A. Tyson (Eds.), Studying diversity in teacher education (pp. 81–104). New York, NY: Rowman and Littlefield.

Tatum, B. D. (2000). The complexity of identity: “Who am I?”. In M. Adams, W. J. Blumenfeld, H. W. Hackman, X. Zuniga, & M. L. Peters (Eds.), Readings for diversity and social justice: An anthology on racism, sexism, anti-semitism, heterosexism, classism and ableism (pp. 9–14). New York: Routledge.

Taylor, S. V., & Sobel, D. M. (2011). Culturally responsive pedagogy: Teaching like our students’ lives matter. Bingley, United Kingdom: Emerald Group Publishing.CrossRef

The National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform (Issue brief).

The United States Department of Education: The changing demographics of the United States and their schools. (2013). The United States of Education: The Changing Demographics of the United States and Their Schools. Retrieved June 9, 2013, from http://www.centerforpubliceducation.org/You-May-Also-Be-Interested-In-landing-page-level/Organizing-a-School-YMABI/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html.

Thernstrom, A., & Thernstrom, S. (2003). No Excuses: Closing the racial gap in learning. New York: Simon and Schulster.

Villegas, A. M., & Irvine, J. J. (2010). Diversifying the teaching force: An examination of major arguments. The Urban Review, 42(3), 175–192. doi:10.1007/s11256-010-0150-1.CrossRef

Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: SUNY Press.

Watts, R. J., & Flanagan, C. (2007). Pushing the envelope on youth civic engagement: A developmental and liberation psychology perspective. Journal of Community Psychology, 35(6), 779–792. doi:10.1002/jcop.20178.CrossRef

Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression-theory and action. American Journal of Community Psychology, 27(2), 225–271.CrossRef

Watts, R. J., Chioke Williams, N., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1/2), 185–194.CrossRef

Zion, S., & Blanchett, W. (2011). [Re] conceptualizing inclusion: Can critical race theory and Interest convergence be utilized to achieve inclusion and equity for African American students? Teachers College Record, 113(10), 2186–2205.

Zion, S., Kirshner, B., and Hipolito Delgado, C. (2012). Critical civic inquiry: An ecological approach to engaging historically marginalized students IES grant proposal (pp. 126).

Titel: Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development
verfasst von: Shelley Zion
Carrie D. Allen
Christina Jean
Publikationsdatum: 25.08.2015
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 5/2015
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-015-0340-y

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 5/2015

Thinking Ourselves to Liberation?: Advancing Sociopolitical Action in Critical Consciousness

Revisiting the Collective in Critical Consciousness: Diverse Sociopolitical Wisdoms and Ontological Healing in Sociopolitical Development

Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs

Sociopolitical Development in Educational Systems: From Margins to Center

Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators

Advances in the Conceptualization and Measurement of Critical Consciousness