Finding Traction for Social Justice Practices through the Student Teaching Socialization Transition

Autor/in	Morrison, Jennifer D.
Titel	Finding Traction for Social Justice Practices through the Student Teaching Socialization Transition
Quelle	In: Journal of Urban Learning, Teaching, and Research, 10 (2014), S.73-86 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Academic Achievement; Critical Theory; Teaching Methods; Social Justice; Achievement Gap; Student Teachers; Moral Values; Public Schools; Internship Programs; Socialization; Racial Differences; Socioeconomic Status; Teacher Education; Personal Narratives; Student Teacher Attitudes; Educational Practices; Observation; Case Studies + Suchen Sie Ihr Suchwort? Schulleistung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Moral value; Ethischer Wert; Public school; Öffentliche Schule; Berufspraktische Ausbildung; Socialisation; Sozialisation; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Lehrerausbildung; Lehrerbildung; Erlebniserzählung; Bildungspraxis; Beobachtung; Case study; Fallstudie; Case Study
Abstract	A key issue continuing to plague current educational systems is the intransigent racial and socio-economic achievement gaps for students. Using narrative inquiry and Harré and van Langenhove's (1999) six modes of positioning theory, this study considered preservice teachers' construction of socially just pedagogy within their public school internship contexts. This conceptual lens revealed student teachers are positioned as learners, which gives them a degree of failure resistance (Dweck & Molden, 2005). However, it also puts them in a subverted position where they are susceptible to socialization processes. Transference of social justice and critical pedagogy learning was not always possible because of participants' moral positioning as guests within their internships and pressures, both real and perceived, to conform to micro, meso, and macro structures. A recommendation is to engage preservice teachers in "iterant positioning" (Morrison, 2013) so they are better able to internalize and utilize socially just pedagogy in their own classrooms. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10