This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses.
The author argues that while the data demonstrated that the teachers positioned their students as active, engaged, and thoughtful participants in their own learning process, three important points that speak to the seminar’s pedagogical objectives can be pulled from the data analysis.
The three themes from the analysis of data stand in contrast to the seminar experience.