Literaturnachweis - Detailanzeige
| Autor/in | Kelly, Deirdre M. |
|---|---|
| Titel | A Critical Inquiry and Antioppressive Approach to Teacher Education |
| Quelle | In: Teacher Education and Practice, 23 (2010) 4, S.478-481 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0890-6459 |
| Schlagwörter | Social Justice; Democracy; Educational Change; Student Diversity; Educational Philosophy; Role of Education; Educational Environment; Schools of Education; Teacher Education Programs; Cultural Pluralism; Critical Theory; Educational Policy |
| Abstract | A concern for social justice in teacher education raises questions about the ways that schooling has failed to serve many students from diverse backgrounds. Who gets how much schooling is still an important issue. Equally vital is the kind of education that children and youth receive--and who decides. A focus on social and historical context reveals multiple inequalities that influence access to, treatment in, and outcomes of schooling. Teachers alone cannot solve these injustices and inequities. But teaching is an inherently moral enterprise, and teachers' daily actions do matter in the effort to build a more just, caring, and democratic society. Preparing teachers to engage in this intellectually and politically demanding work is therefore of utmost importance. Taking diversity seriously--diversity of teacher, student, and community populations, including global immigration flows--is essential to preparing teachers for the 21st century. In this article, the author discusses a critical inquiry and antioppressive approach to teacher education. A critical inquiry and antioppressive approach to teacher education demands that educators think beyond and attempt to counter still-prevalent deficit notions of school-age children as well as classroom teachers. (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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