From the "Ivory Tower" to the "University of the Poor": A Professor's Educational Journey

Autor/in	Schoorman, Dilys
Titel	From the "Ivory Tower" to the "University of the Poor": A Professor's Educational Journey
Quelle	In: Urban Education, 51 (2016) 7, S.797-823 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914549362
Schlagwörter	Ethnography; College Faculty; Poverty; School Community Relationship; Universities; Disadvantaged; Teaching Methods; Cultural Awareness; Learning Experience; Community Involvement; Critical Theory; Curriculum Development; Social Differences; Urban Education; Family Literacy; Literacy Education; Immigrants; American Indians; Teacher Attitudes; Service Learning + Suchen Sie Ihr Suchwort? Ethnografie; Fakultät; Armut; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Lernerfahrung; Kritische Theorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sozialer Unterschied; Stadtteilbezogenes Lernen; Immigrant; Immigrantin; Immigranten; American Indian; Indianer; Lehrerverhalten; Service-Learning
Abstract	Adopting a Freirean perspective, the purpose of this autoethnography is to reframe the typical relationship between university educators and communities in poverty by highlighting the educative impact of such a community on a university professor's academic, cross-cultural critical and civic learning. By reframing communities in poverty as sources of learning for counter-hegemonic praxis, this article highlights how community engagement facilitates the authentic understanding of critical pedagogy, the rethinking of curriculum development, deeper critical awareness of the mechanisms by which privilege and marginalization are perpetuated, and opportunities to learn how some of these processes might be interrupted through meaningful university-community partnership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01