Search results for: Picower Bree
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This study explored the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examined how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. The findings revealed that members were able to reflect on their journey of developing as social justice educators, seeing where they started and where they were still heading. This ongoing reflection and their own perception of their development kept them committed to the group and to the goal of social justice education (SJE). The findings also showed how members learned to have each other’s backs. A third result was that CIP gave members opportunities to teach SJE to others. Finally, members felt a tremendous sense of accomplishment.
Updated: Mar. 01, 2017
This study explores how new teachers who teach from a social justice perspective navigate the challenges of their first year in teaching. The participants were all members of a social justice critical inquiry project (CIP) group that met at the university from which they graduated. It was found that the teachers developed four strategies for teaching for social justice.
Updated: Oct. 24, 2011