A Journey through Justice...Letting Go of the Power

Autor/inn/en	Assaf, Lori Czop; Delaney, Carol
Titel	A Journey through Justice...Letting Go of the Power
Quelle	In: Teacher Educator, 48 (2013) 2, S.143-162 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2013.771098
Schlagwörter	Critical Literacy; Critical Theory; Teacher Education; Teacher Attitudes; Cultural Pluralism; Literature; Graduate Study; Educational Needs; Student Needs; Educational Change; Case Studies; Qualitative Research; Phenomenology; Controversial Issues (Course Content); Social Justice; Self Evaluation (Individuals); Teacher Empowerment + Suchen Sie Ihr Suchwort? Kritisches Lesen; Kritische Theorie; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Kulturpluralismus; Literatur; Aufbaustudium; Graduiertenstudium; Hauptstudium; Educational need; Bildungsbedarf; Bildungsreform; Case study; Fallstudie; Case Study; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Controversial issues; Kontroverse; Soziale Gerechtigkeit
Abstract	Building on Ball's (2009) model of generative change, we explored how two experienced literacy teachers, after completing a graduate-level multicultural literacy course, enacted the tenets of critical literacy. Ball defined teachers' generative thinking as "connecting their personal and professional knowledge with the knowledge that they gain from their students to produce or originate knowledge that is useful to them in pedagogical problem solving and in meeting the educational needs of their students" (2009, p. 47). We uncovered how teachers' generative thinking progressed over time; how they sanctioned critical literacy practices in their own classrooms; and how they continued to guide their students to question, dispute, and examine power relations. As the teachers' generative thinking grew over the two years, they continued to express tension and doubt, showing that teacher change is never linear or simple, but often situational and complex. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10