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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?
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]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: How do Teachers Prepare for and Respond to Students’ Evoked Emotions when Addressing Real Social Inequalities Through Engineering Activities?
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  Data: <searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink>
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  Data: 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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  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00405841.2017.1350497
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      – SubjectFull: Engineering education
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      – SubjectFull: Social change
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      – SubjectFull: Emotions
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