How Do Teachers Prepare for and Respond to Students' Evoked Emotions When Addressing Real Social Inequalities through Engineering Activities?
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| Title: | How Do Teachers Prepare for and Respond to Students' Evoked Emotions When Addressing Real Social Inequalities through Engineering Activities? |
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| Language: | English |
| Authors: | Rodriguez, Alberto J. (ORCID |
| Source: | Theory Into Practice. 2017 56(4):263-270. |
| 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: | 8 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Engineering Education, STEM Education, Emotional Development, Emotional Response, Emotional Intelligence, Critical Literacy, Social Justice, Science Education, Engineering, Culturally Relevant Education, Learner Engagement, Design, Science Activities |
| DOI: | 10.1080/00405841.2017.1350497 |
| ISSN: | 0040-5841 |
| Abstract: | Making engineering and science culturally and socially relevant requires teachers to have broader content knowledge and an increased repertoire of pedagogical skills. One aspect of being an effective and culturally inclusive teacher that is seldom discussed is the ability to engage with the emotions associated with working for social justice. In other words, teachers need to be prepared to address the mixed emotions and desire to effect social change that students (children or adults) often experience when exposed to the very real social inequalities present in their own communities or in the world. This issue is particularly important now that the Next Generation Science Education Standards, and its emphasis on engineering practices, calls for students to engage in more problem solving of real world issues. This article seeks to raise awareness about "critical emotional pedagogy" and "critical emotional literacy" as 2 additional tools that are likely to augment teachers and researchers' professional tool kit when interested in building a culturally inclusive and socially relevant learning environment. |
| Abstractor: | As Provided |
| Number of References: | 16 |
| Entry Date: | 2017 |
| Accession Number: | EJ1161055 |
| Database: | ERIC |
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| Abstract: | Making engineering and science culturally and socially relevant requires teachers to have broader content knowledge and an increased repertoire of pedagogical skills. One aspect of being an effective and culturally inclusive teacher that is seldom discussed is the ability to engage with the emotions associated with working for social justice. In other words, teachers need to be prepared to address the mixed emotions and desire to effect social change that students (children or adults) often experience when exposed to the very real social inequalities present in their own communities or in the world. This issue is particularly important now that the Next Generation Science Education Standards, and its emphasis on engineering practices, calls for students to engage in more problem solving of real world issues. This article seeks to raise awareness about "critical emotional pedagogy" and "critical emotional literacy" as 2 additional tools that are likely to augment teachers and researchers' professional tool kit when interested in building a culturally inclusive and socially relevant learning environment. |
|---|---|
| ISSN: | 0040-5841 |
| DOI: | 10.1080/00405841.2017.1350497 |
