Missed Opportunities: Troubling the Waters of Social Justice Teaching in an English Methods Course

Autor/inn/en	Rodriguez, Terri L.; Bohn-Gettler, Catherine M.; Israelson, Madeleine H.
Titel	Missed Opportunities: Troubling the Waters of Social Justice Teaching in an English Methods Course
Quelle	In: English Education, 52 (2020) 2, S.114-134 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Methods Courses; Preservice Teachers; Preservice Teacher Education; Social Justice; Teaching Methods; Multicultural Education; Culturally Relevant Education; Equal Education; English Instruction; English Teachers; Planning; Microteaching; Secondary Education; Reading Material Selection; Instructional Design + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ablaufplanung; Planungsprozess; Sekundarbereich; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This case study of an English methods course examines how preservice teachers demonstrate knowledge, skills, and dispositions for social justice teaching. Qualitative analyses of participants' performances on two signature course assessments, micro-teaching and unit planning, show how opportunities to demonstrate socially just teaching practices are both afforded and missed. The study and course design draw from theories and practices of critical multicultural education, culturally relevant teaching, and equity literacy. Findings indicate that despite our best intentions, course assessments did not fully support engagement with, or applications of, social justice principles. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01