Literaturnachweis - Detailanzeige
| Autor/inn/en | Cegielski, Owen; Maida, Kristi; Morales, Danny L.; Mendez, Sylvia L. |
|---|---|
| Titel | Creating a Classroom for Social Justice: Secondary Teacher Perceptions of the Environmental Outcomes of Culturally Relevant Education |
| Quelle | In: Educational Research: Theory and Practice, 34 (2023) 3, S.103-116 (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2637-8965 |
| Schlagwörter | Classroom Environment; Social Justice; Secondary School Teachers; Teacher Attitudes; Outcomes of Education; Culturally Relevant Education; Curriculum Development; Professional Development |
| Abstract | This descriptive phenomenological study aimed to explore secondary teacher perceptions of the environmental outcomes of implementing culturally relevant education (CRE) in the curricula. Descriptive phenomenological data analysis strategies resulted in three constituencies, and the essential structure was conceptualized as follows: Secondary teachers who meaningfully embed CRE as a social justice pedagogical practice observe safe classroom spaces that bond students through empathy and an empowering learning community that raises students' critical consciousness. However, a pedagogical shift in traditional teacher-centered roles is required for these CRE environmental outcomes to emerge. Study implications suggest that while secondary teachers realize the professed benefits of CRE in the classroom, customized support and professional development are needed to ensure effective implementation and resultant environmental outcomes. (As Provided). |
| Anmerkungen | Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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