Literaturnachweis - Detailanzeige
| Autor/inn/en | Swalwell, Katy; Rodríguez, Noreen Naseem; Updegraff, Amy; Winters, Leslie Ann |
|---|---|
| Titel | Distracting, Erasing, and Othering: A Critical Analysis of the Teachers Pay Teachers' Teach for Justice Collection |
| Quelle | In: Harvard Educational Review, 93 (2023) 1, S.104-130 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Swalwell, Katy) ORCID (Rodríguez, Noreen Naseem) ORCID (Updegraff, Amy) ORCID (Winters, Leslie Ann) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0017-8055 |
| Schlagwörter | Elementary School Curriculum; Curriculum Design; Social Justice; Racism; Power Structure; Faculty Development; Shared Resources and Services; Elementary School Teachers; Teacher Developed Materials; Content Analysis; Bias; Accuracy; Racial Differences; Cultural Awareness |
| Abstract | In this article authors Katy Swalwell, Noreen Naseem Rodríguez, Amy Updegraff, and Leslie Ann Winters share findings from their critical content analysis of the free preK--5 resources for antiracist, social justice teaching in the Teachers Pay Teachers' Teach for Justice collection. Using Picower's (2012) six elements of social justice curriculum design, as well as guidelines and suggestions offered to content creators in this online curriculum market place, the authors found that the materials in the sample lacked accuracy, avoided clarity, and promoted thin conceptions of social justice and antiracism. They claim that, in general, the collection subverts traditions of social justice and antiracist education by erasing power dynamics, distracting students' attention away from oppression, and othering BIPOC students. They conclude with a call for educators to avoid the collection and to instead invest in high-quality vetted resources as well as professional development that helps them sharpen their critical capacities around curricular resources. (As Provided). |
| Anmerkungen | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
