Awakening Teachers' Capacities for Social Justice with/in Arts-Based Inquiries

Autor/inn/en	Kraehe, Amelia M.; Brown, Keffrelyn D.
Titel	Awakening Teachers' Capacities for Social Justice with/in Arts-Based Inquiries
Quelle	In: Equity & Excellence in Education, 44 (2011) 4, S.488-511 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2011.610682
Schlagwörter	Social Justice; Preservice Teacher Education; Preservice Teachers; Social Responsibility; Educational Experience; English (Second Language); Sociocultural Patterns; Art Education; Qualitative Research; Case Studies; Knowledge Base for Teaching; Interviews; Reflection; Anxiety; Individual Development; Consciousness Raising + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; Soziale Verantwortung; Bildungserfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Soziokulturelle Theorie; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Qualitative Forschung; Case study; Fallstudie; Case Study; Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Angst; Individuelle Entwicklung; Bewusstseinsbildung
Abstract	Social justice-oriented teacher education can guide preservice teachers toward greater critical sociocultural knowledge, analytic skills, social responsibility, and commitment to act in the interest of providing all students with high quality educational experiences. This qualitative case study examines how arts-based inquiries in social justice-oriented teacher education can provide the necessary generative spaces for developing preservice teachers' critical sociocultural knowledge. Data were drawn from student interviews and reflective papers across four sections of a course employing collaborative, arts-based inquiry. Findings highlight the cumulative knowledge, pleasure, anxiety, confrontation with material and symbolic bodies, and self-transformations that can develop from art practices and help to awaken preservice teachers' critical consciousness for teaching for social justice. (Contains 1 note and 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10