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Practicing the promise of critical pedagogy: Case studies of three pre-service teachers mediating the meaning of race, equity, and social justice in middle school classrooms.

机译：实践批判教学法的希望：对三名职前教师进行案例研究，在中学课堂上调解种族，公平和社会正义的含义。

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摘要

The purpose of this qualitative multi-case study was to document the efforts of three white preservice teachers to engage in critical pedagogies across three different middle school contexts. Inherent in this study is the belief that teaching and learning to teach from a critical perspective is a process that is responsive to the context in which it is performed (Enciso, 2007; Fecho & Meacham, 2007; Orellana, 2007). For preservice teachers working in middle school classrooms this means acknowledging the politics of teaching literacy in their field placement site and actively working to construct alternatives that are rooted in critical pedagogy. I draw upon the framework of critical pedagogy to address the potential for working with preservice teachers to create transformative experiences for themselves and the students they work with in their middle school literacy classrooms.

机译：这项定性的多案例研究的目的是记录三名白人职前教师在三种不同的中学背景下从事批判性教学法的努力。这项研究的内在信念是，从批判性的角度进行教与学是一个对执行过程进行响应的过程（Enciso，2007； Fecho＆Meacham，2007； Orellana，2007）。对于在中学教室里工作的职前教师，这意味着要承认在他们的野外实习地点教授扫盲的政治，并积极致力于构建根植于批判教育学的替代方法。我利用批判性教学法的框架来探讨与职前教师合作为自己和与他们一起在中学扫盲教室工作的学生创造变革性经验的潜力。

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作者
Price-Dennis, Detra.;
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作者单位

The Ohio State University.;

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授予单位 The Ohio State University.;
学科 Education Teacher Training.;Education Pedagogy.;Education Middle School.
学位 Ph.D.
年度 2009
页码 269 p.
总页数 269
原文格式 PDF
正文语种 eng
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Practicing the promise of critical pedagogy: Case studies of three pre-service teachers mediating the meaning of race, equity, and social justice in middle school classrooms.

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