Critical Classrooms Matter: Baltimore Teachers' Pedagogical Response after the Death of Freddie Gray

Autor/inn/en	Flores-Koulish, Stephanie A.; Shiller, Jessica T.
Titel	Critical Classrooms Matter: Baltimore Teachers' Pedagogical Response after the Death of Freddie Gray
Quelle	In: Education and Urban Society, 52 (2020) 6, S.984-1007 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flores-Koulish, Stephanie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124519889042
Schlagwörter	Critical Theory; Public Schools; Citizen Participation; Teaching Experience; Police; Police Community Relationship; Death; Violence; Activism; Social Justice; Culturally Relevant Education; Psychological Patterns; Elementary School Teachers; Middle School Teachers; High School Teachers; Teacher Attitudes; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Kritische Theorie; Public school; Öffentliche Schule; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Sterbefall; Tod; Todesfall; Gewalt; Aktivismus; Politischer Protest; Soziale Gerechtigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerverhalten
Abstract	The purpose of this article is to discuss the possibilities of public education. We argue that public schools, despite their flaws, still provide necessary spaces of civic engagement. When major social and/or political events happen, young people have few outlets to discuss, process, and understand implications. In this article, we share the experiences of Baltimore's teachers after the death of Freddie Gray, an unarmed Black man, who lived in Baltimore and died in police custody. Following his death, the city exploded in protest, both violent and peaceful. We interviewed eight teachers and collected curriculum samples to make sense of how they used the public school classroom as a space of critical care, social justice, cultural relevance, and anti-racism to contextualize current events in their city. There are implications here for school district professional development and teacher education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01