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Title:The practices of critically conscious teachers; exploring the roles of lived experience, teacher preparation and working contexts
Author(s):Erikson, Debra
Director of Research:Gutierrez, Rochelle
Doctoral Committee Chair(s):Gutierrez, Rochelle
Doctoral Committee Member(s):Ayers, William; Clift, Renée T.; Noffke, Susan E.
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Social Justice
Critical Pedagogy
Social Placement
Lived Experience
Classroom Practices
Student Voices
Narrative Research
Abstract:Proposing the potential for grassroots reform of schools by teachers, the researcher explores the most salient component of critical consciousness: the ability for people to understand their social placement based on their culture and economic status and to use that understanding to make changes in the world. To better understand teachers’ awareness of and response to the phenomenon of social placement, and how it relates to schooling, the researcher conducts case studies of two teachers known for their success with children from historically marginalized populations. Using interviews of participants, their students, classroom observation, and collected documents, the researcher conducts inquiry into participants’ lived experience, classroom practices, and students’ voices. These enable the researcher to explore a deeper understanding of the tensions and complexity inherent in teaching for change.
Issue Date:2013-02-03
Rights Information:Copyright 2012 Debra Erikson
Date Available in IDEALS:2013-02-03
Date Deposited:2012-12

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