Community, Difference, and Voice in Teacher Education

Autor/in	Lynch, Jill C.
Titel	Community, Difference, and Voice in Teacher Education
Quelle	In: Teacher Education Quarterly, 39 (2012) 1, S.77-97 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Critical Theory; Teacher Educators; Educational Research; Praxis; Theory Practice Relationship; Case Studies; Seminars; Graduate Study; Education Courses; Inclusion; Equal Education; Access to Education; Community; Discourse Analysis; Teacher Education; Qualitative Research; Content Analysis; Assignments; Visual Literacy; Art Activities; Visual Arts; Student Projects; Cultural Pluralism; Student Diversity; Curriculum Development; Course Descriptions + Suchen Sie Ihr Suchwort? Kritische Theorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Case study; Fallstudie; Case Study; Seminar; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fortbildungskurs; Inklusion; Access; Bildung; Zugang; Bildungszugang; Diskursanalyse; Qualitative Forschung; Inhaltsanalyse; Assignment; Auftrag; Zuweisung; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Künstlerische Tätigkeit; Optische Gestaltung; Schulprojekt; Kulturpluralismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursstrukturplan
Abstract	This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses: "Creativity, Collaboration, and Community." The author deconstructed "community" to consider its composition of forces that simultaneously include and exclude. Focusing on the tensions between the inclusionary and exclusionary forces within community was the entry point for examining how difference, equity, and access operate within classroom and school communities. As a teacher educator and an educational ethnographer the author hoped to further develop her understanding of how to teach, translate, and engage educators in critical discourses in education in ways that would impact their practice in their own classrooms. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10