Literaturnachweis - Detailanzeige
Autor/in | Stauber, Leah S. |
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Titel | Turning in or Tuning Out? Listening to Silences in Education for Critical Political Consciousness |
Quelle | In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 6, S.560-575 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-8398 |
DOI | 10.1080/09518398.2016.1269971 |
Schlagwörter | Social Justice; High School Students; Consciousness Raising; Political Issues; Females; Ethnography; Action Research; College Faculty; Secondary School Teachers; Graduate Students; Curriculum Development; Teaching Methods; Participant Observation; Social Development; Student Participation; Hispanic American Students; At Risk Students; Gender Bias; Interviews; Arizona (Tucson) Soziale Gerechtigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bewusstseinsbildung; Politischer Faktor; Weibliches Geschlecht; Ethnografie; Projektforschung; Fakultät; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Teilnehmende Beobachtung; Soziale Entwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hispanic; Hispanic Americans; Hispanoamerikaner; Geschlechterstereotyp; Interviewing; Interviewtechnik |
Abstract | What happens when a team of university education researchers initiates a social justice learning project in a local high school, and--despite the overall project's considerable successes in cultivating students' critical political "voice"--is confounded by the periodic, apparent "silences" of some of its young female students? Drawing on eight years of fieldwork in a groundbreaking high school social justice education classroom, this article examines the presumptions inherent in certain forms of social justice pedagogy, and the ways in which ensuing classroom disjunctures may, in fact, lead to deeper insights about education for youth critical social consciousness. The article focuses on two, interrelated issues: the unsettling and sometimes confounding "silences" of female students and the correlation between such silences and social justice educators' attenuated ability to recognize and support the myriad ways in which minority female students may encounter, negotiate, and articulate their own particular forms of Freirian "conscientización." (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |