Search results for: Critical theory
Page 3/3 26 items
“Relocating the Personal” to Engender Critically Reflective Practice in Pre-service Literacy Teachers
This case study mapped candidates' responses to a pre-service literacy course. The course was designed with the intent of promoting critical reflection and complex understandings of literacy, teaching, and learning. As part of a broader qualitative case study including 71 participants over 8 months, this paper focuses on data gathered from 7 candidates. The analysis confirmed the effectiveness of certain conditions created in the course while pointing to a need for further attention to issues of power and the unconscious in learning to teach literacy.
Updated: Aug. 17, 2010
In this article, the authors argue that culturally relevant instruction coupled with teaching for social justice can motivate marginalized students to learn mathematics. The goals of this conceptual article are threefold: (a) to explore the theoretical frameworks underlying culturally relevant pedagogy (CRP) and social justice pedagogy (SJP), (b) to present illustrative cases of mathematics teaching that reveal the possibilities and challenges associated with these pedagogical approaches, and (c) to offer to the field of teacher education recommendations related to the successful use of CRP and SJP within today’s classrooms.
Updated: Jul. 20, 2010
Gaining Research Access into the Lives of Muslim Girls: Researchers Negotiating Muslimness, Modesty, Inshallah, and Haram
This article explores the process of gaining research access into the lives of Muslim girls in the southwest USA. The authors discuss four emerging 'entry markers' that challenged the process of gaining and sustaining access over a period of 14 months. These included being Muslim enough, being modest enough, inshallah, and haram.
Updated: Jul. 13, 2010
There are different communities of research practice: action research, teacher research, lesson study, self-study, participatory action research, and the scholarship of teaching. Taken together, these communities of research practice illustrate 'different local forms' grounded in ontological, epistemological, and methodological orientations to ways of knowing in practitioner inquiry. The article elaborates on two emergent themes that unpack synergies, boundaries and tensions across inquiries: practitioner inquiry as a paradigm for change, and practitioner inquiry as a practice of variety.
Updated: May. 18, 2009
McDonald and Zeichner (2008) argue that multicultural education often pays less attention to societal structures that perpetuate injustice, while social justice teacher education often focuses on these structures. Their commitments to teacher education both celebrate diversity and address structural inequities. Motivated by this concern and drawing on feminist and Buddhist theories, the author argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this paper, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education.
Updated: Mar. 09, 2009
In this paper, we argue that teacher-researchers, especially those in politically contested school communities, should be encouraged to conduct critical action research that is contextually bound. Such a research methodology includes tenets of critical action research, postmodern and feminist theory, and attention to how oppression manifests in educational institutions.
Updated: Jan. 07, 2008