Picturing Borders, Boundaries, Barriers, and Bridges and Sowing Seeds of Sociopolitical Consciousness through Alliteration and Analogy

Autor/inn/en	Stenhouse, Vera L.; Bentley, Courtney C.
Titel	Picturing Borders, Boundaries, Barriers, and Bridges and Sowing Seeds of Sociopolitical Consciousness through Alliteration and Analogy
Quelle	In: Action in Teacher Education, 40 (2018) 4, S.408-427 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1503980
Schlagwörter	Consciousness Raising; Elementary Secondary Education; Preschool Education; Faculty Development; Political Issues; Social Problems; Culturally Relevant Education; Figurative Language; Logical Thinking; Teaching Methods; Teacher Attitudes; Teacher Education Programs; Urban Schools; Cultural Influences; Preservice Teachers; Reflective Teaching; Barriers; Photography; Social Justice; Equal Education; Repetition; Language Usage; Empathy + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Pre-school education; Vorschulerziehung; Politischer Faktor; Social problem; Soziales Problem; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Cultural influence; Kultureinfluss; Fotografie; Soziale Gerechtigkeit; Wiederholung; Sprachgebrauch; Empathie
Abstract	Developing preservice and inservice teachers' sociopolitical consciousness remains an important part of supporting the success of P-12 student experiences. The authors recognize that one way to enhance the sociopolitical consciousness aspect of culturally responsive pedagogy/teaching is through experiential opportunities that support teacher development in this area. The authors propose the use of an alliterative framework (borders, boundaries, barriers, and bridges) and an analogy (seeds) to advance the sociopolitical consciousness of teachers. In this article, the authors (1) discuss culturally responsive pedagogy/teaching and the reported challenges of developing the sociopolitical consciousness aspects; (2) review the use of metaphors, analogies, allegories, and alliterations as tools to support teacher conceptualizations and practice of teaching; (3) detail two projects informed by an alliterative framework designed to advance sociopolitical consciousness; and (4) share implications for educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01