'I Was Kind of Teaching Myself': Teachers' Conversations about Social Justice and Teaching for Change
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| Title: | 'I Was Kind of Teaching Myself': Teachers' Conversations about Social Justice and Teaching for Change |
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| Language: | English |
| Authors: | Burke, Anne, Collier, Diane R. |
| Source: | Teacher Development. 2017 21(2):269-287. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Social Justice, Inquiry, Childrens Literature, Teacher Attitudes, Professional Education, Critical Literacy, Communities of Practice, Action Research, Case Studies, Critical Theory, Clubs, Secondary School Teachers, Focus Groups, Interviews, Meetings, Observation, Citizenship, Global Education, Educational Practices, Foreign Countries |
| Geographic Terms: | Canada |
| DOI: | 10.1080/13664530.2016.1235607 |
| ISSN: | 1366-4530 |
| Abstract: | This article shares teachers' conversations within teacher inquiry groups and considers how this reflective approach has potential for transforming teachers' practices. Conversations took place at the early stages of a longer teacher inquiry project and centred on the critical interrogation of social justice-oriented children's literature. These conversations served as a forum to help teacher professional learning communities and to reconcile understandings about social justice, action and agency within larger political and cultural forums of teaching. The teacher inquiry sessions shared in this paper explore teachers' beginning struggles with conceptualizations of social justice, and the teacher's role in imparting values to students. Teacher participants imparted their experience and practice as they negotiated their own understanding and implementation of social justice education in their schools. The teacher inquiry groups provided a needed supportive space where classroom teachers' struggles were shared alongside their beliefs and pedagogical approaches so that a social justice agenda could be achieved. |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2017 |
| Accession Number: | EJ1129613 |
| Database: | ERIC |
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| Abstract: | This article shares teachers' conversations within teacher inquiry groups and considers how this reflective approach has potential for transforming teachers' practices. Conversations took place at the early stages of a longer teacher inquiry project and centred on the critical interrogation of social justice-oriented children's literature. These conversations served as a forum to help teacher professional learning communities and to reconcile understandings about social justice, action and agency within larger political and cultural forums of teaching. The teacher inquiry sessions shared in this paper explore teachers' beginning struggles with conceptualizations of social justice, and the teacher's role in imparting values to students. Teacher participants imparted their experience and practice as they negotiated their own understanding and implementation of social justice education in their schools. The teacher inquiry groups provided a needed supportive space where classroom teachers' struggles were shared alongside their beliefs and pedagogical approaches so that a social justice agenda could be achieved. |
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| ISSN: | 1366-4530 |
| DOI: | 10.1080/13664530.2016.1235607 |
