Literaturnachweis - Detailanzeige
Autor/in | Vickery, Amanda E. |
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Titel | "I Know What You Are about to Enter": Lived Experiences as the Curricular Foundation for Teaching Citizenship |
Quelle | In: Gender and Education, 28 (2016) 6, S.725-741 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0954-0253 |
DOI | 10.1080/09540253.2016.1221890 |
Schlagwörter | Citizenship Education; African American Teachers; African American Students; Role Perception; Curriculum Development; Inclusion; Experience; Social Studies; Females; Feminism; Caring; Professional Identity; Case Studies; Suburban Schools; Teaching Methods; Qualitative Research; Semi Structured Interviews; High School Students Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Role conception; Rollenverständnis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inklusion; Erfahrung; Gemeinschaftskunde; Weibliches Geschlecht; Feminismus; Care; Pflege; Sorge; Betreuung; Case study; Fallstudie; Case Study; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; High school; High schools; Oberschule |
Abstract | This qualitative multiple case study documents how two African American women social studies teachers utilise their lived experiences as the curricular foundation for teaching differing notions of citizenship to African-American students. Particular events, experiences, and relationships helped shape their perception of their roles as teachers and how they approached crafting a curriculum that was representative of their lived experiences as well as those of their students and community. This study hopes to shed light on how experiences may be used as valuable sources of knowledge in creating a more inclusive curriculum that mirrors the diversity seen in classrooms. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |