International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Critical theory
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26 items
11
This research project grew out of the author's desire to address and transform her experience as a Black, female teacher educator in a White settler province and country. Along with self-study methodology, the author uses critical race theory and feminist post-structural theory to analyze the construction of her racial identity and relations of power in a White settler society.The author concludes that empathy, validation and acceptance from colleagues have buoyed her confidence as she searches for ways to narrow the racial and cultural divide between self and other in order to build collaborative relationships with students. Three important tools that have proved highly effective are critical race theory, critical pedagogy, and feminist post-structuralist theory.
Published: 2011
Updated: Dec. 11, 2013
12
This paper explores how critical theory and critical research can be used to critique hierarchies of knowledge in academia and society. The article explores this relationship in order to create new opportunities for learning and researching dialogically, a process that the author calls, ‘stepping out of the academic brew’. The paper offers a framework for how critical researchers might begin flattening hierarchical knowledge structures in education, in themselves, and in life.
Published: 2011
Updated: Oct. 21, 2013
13
This article explains the authors' involvement in an urban in‐district master’s program with a mission that included developing a ‘critical praxis’ for all participants. Their students' resistance to the readings written by teacher researchers brought the authors to question their pedagogy. This analysis reminds teacher educators to look carefully for often hidden opportunities offered for deeper learning when multiple perspectives come into contact.
Published: 2011
Updated: Oct. 21, 2013
14
This article is a reflexive account of the use of critical social theory within the author's practice as an action researcher. The author discusses how a selective deployment of key constructs from the work of Jurgen Habermas has supported my work as a second-order action researcher. The author demonstrates how these constructs can help deal with the practical and theoretical tensions faced when supporting groups of action researchers. The author focuses on one of the key issues faced by any external agent trying to work within such groups: how to avoid imposing their own agendas and interpretations.
Published: 2012
Updated: Apr. 28, 2013
15
In this article, the author argues for a broader understanding of globalization and its effects and point to some implications that this has for teachers and teacher educators. The author concludes with nine tasks in which critical analysis in education and teacher education must engage.
Published: 2011
Updated: Mar. 18, 2013
16
The work of critical teacher education centers on making sure future teachers learn to be critically-oriented practitioners. In this article, the author asserts that this sort of learning must first begin with the critical teacher educators themselves, and that much of the most fruitful learning manifests itself in the teacher educator’s compulsions.
Published: 2011
Updated: Jul. 30, 2012
17
In conjunction with the social structures that shape one's sense of agency, neoliberal factors frame the context wherein teachers' develop their perceptions about incorporating critical multicultural curricula. In this research project, the author examined this intersection – between the local and the global – to better understand how teacher education can work to support and strengthen the possibility for critical pedagogy to be realized in teachers' classrooms. The findings indicate that structural obstacles undermined these teachers' ability to visualize and place aspects of social justice and diversity at the foundation of instruction.
Published: 2011
Updated: Jul. 30, 2012
18
The purpose of this paper is to examine how three preservice teachers who supported the tenets of critical multicultural citizenship negotiated the constraints they encountered when trying to teach for this kind of citizenship in an urban school classroom. Participants in this study negotiated constraints, mostly contextual, by de-emphasizing teaching to the test, finding ways to sneak in critical and multicultural social studies knowledge and contemporary issues into the curriculum, and incorporating multiple perspectives as a way to increase critical inquiry while teaching the facts necessary for standardized tests.
Published: 2010
Updated: Jun. 20, 2012
19
This article explores the theoretical foundations of place-based education (PBE). The authors argue that there is a place for PBE in schools but contend that it must be informed by a far more critical reading of the notions of ‘place’, ‘identity’ and ‘community’. The authors use an empirically grounded study to illustrate the potential benefits and limitations of PBE, and conclude with some suggestions as to how schools and teacher education programs might promote the development of socially critical approaches to PBE.
Published: 2011
Updated: Sep. 19, 2011
20
This article presents a radical critique of the competence-driven initial teacher education (ITE) paradigm. The critique focuses on the official standards for qualified teacher status in England and Wales. The developing perspective here is that based on critical pedagogy (CP), as presented and proposed by Paulo Freire and others.
Published: 2010
Updated: Sep. 27, 2010