Search results for: Jackson Tambra O.
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Developing Sociopolitical Consciousness at Freedom Schools: Implications for Culturally Responsive Teacher Preparation
This paper describes the programmatic ways in which the Children’s Defense Fund Freedom Schools® program develops culturally responsive teaching practices amongst its summer interns, particularly in the area of developing sociopolitical consciousness. This research aims to serve as a case for lessons to be learned by traditional, university-based teacher education programs committed to preparing teachers to teach in culturally responsive ways.
Updated: Jul. 30, 2012
Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community
Alternative and parallel schooling contexts provide educational experiences for U.S. K–12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as “servant-leader interns” are the teachers in this context. In this article, the author examines the nature of the various ways in which servant-leader interns were supported in their development as teachers both at the national training institute and at their local site.
Updated: Dec. 23, 2009