Cultivating Critical, Sociopolitical Awareness in Urban Secondary Schools: Tensions and Possibilities

Autor/in	Dorman, Elizabeth Hope
Titel	Cultivating Critical, Sociopolitical Awareness in Urban Secondary Schools: Tensions and Possibilities
Quelle	In: Penn GSE Perspectives on Urban Education, 9 (2012) 2, (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Teacher Education Programs; Urban Schools; Secondary School Teachers; Preservice Teacher Education; Student Diversity; Poverty; Teaching Methods; Social Justice; Equal Education; Qualitative Research; Relevance (Education); Interviews; Critical Literacy; Reflection; Sex Role; Cultural Awareness; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehramtsstudiengang; Lehrerausbildung; Armut; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Qualitative Forschung; Relevance; Relevanz; Interviewing; Interviewtechnik; Kritisches Lesen; Geschlechterrolle; Cultural identity; Kulturelle Identität; Theorie-Praxis-Beziehung
Abstract	This paper focuses on three secondary education teachers who earned licensure through a graduate-level urban teacher preparation program and then accepted positions at diverse, urban schools in the western U.S. The primary research question asks: "How do three urban secondary teachers implement the pedagogical tool of expressing and cultivating critical awareness in their classrooms?" This research responds to the calls for further inquiry into the experiences of "diversity-prepared" teachers once they become teachers of record. It provides an up-close look at what equity-oriented teaching looks look like concretely in middle and high school classrooms, along with its tensions and possibilities, and addresses the potential influences of a social-justice focused teacher education program. (Contains 4 tables and 7 endnotes.) (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10