Literaturnachweis - Detailanzeige
| Autor/in | Taylor, Katie Headrick |
|---|---|
| Titel | The Role of Public Education in Place-Remaking: From a Retrospective Walk through My Hometown to a Call to Action |
| Quelle | In: Cognition and Instruction, 36 (2018) 3, S.188-198 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Taylor, Katie Headrick) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-0008 |
| DOI | 10.1080/07370008.2018.1460844 |
| Schlagwörter | Role of Education; Public Education; Public Schools; Race; Politics; Political Power; Educational Change; United States History; Political Issues; Regional Characteristics; Racial Relations; Tennessee |
| Abstract | This essay examines the role of public education in the process of place-remaking that relies on a false separation between teaching and issues of race, politics, and power. I construct a historical case study of my hometown that presents a counter narrative, presented by students, of race and legacy in the context of a public school and the surrounding community. Building upon a walk-as-method approach, I illustrate the confluence of historical, racialized narratives that are discoverable at the scale of the city but invisible within the walls of the school. I conclude with an in-progress professional code of ethical teaching and research practice for the learning sciences. These commitments are intended to support and protect students (and all young people in our communities) from bearing sole responsibility for critical stances based on their identities and histories-in-place. (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 |
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