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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| Authors: | Rodriguez, Alberto J. (AUTHOR) |
| Source: | Theory Into Practice. Fall2017, Vol. 56 Issue 4, p263-270. 8p. |
| Subjects: | Educational equalization, Equality, Engineering education, Science education, Social change, Literacy, Teaching methods, Emotions |
| 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 aboutcritical emotional pedagogyandcritical emotional literacyas 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. [ABSTRACT FROM PUBLISHER] |
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| Database: | Psychology and Behavioral Sciences Collection |
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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 aboutcritical emotional pedagogyandcritical emotional literacyas 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. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 00405841 |
| DOI: | 10.1080/00405841.2017.1350497 |
