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Reflect and Inject: Using Portraiture to Enact and Analyze Context-Focused Partnerships to Improve Teachers' Social Justice Practice

机译：反思与注入：利用肖像来制定和分析以情境为重点的伙伴关系，以改善教师的社会正义实践

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摘要

Teaching that supports ideas of social justice is often difficult to enact, particularly for teachers who may have few models for the process of developing such instruction. In this dissertation, I address the development and analysis of three semester-long partnerships between myself and three high school teachers interested in improving their social justice practice. The design of these partnerships, and of the work teachers and I did within them, was highly collaborative and drew primarily on teachers' ideas and understandings rather than privileging my own. Teachers were asked to conceptualize and define social justice with respect to their own classroom context, to consider ways in which they might respond through their practice to the issues they identified, and to design and implement changes that addressed these issues. My own role was that of a dynamic resource, available to support teachers and to discuss, observe, comment, assess, and challenge as per their preferences. My use of the methodology of portraiture enabled me to tell the story of our work together in order to demonstrate the process through which these teachers worked to improve their social justice practice. Further, by drawing on interviews with a principal and district leader in addition to teacher data, I was able to contextualize teachers' work within the functioning of the school and district in which they operate, with a focus on all participants' understandings of work being done at their own and other levels, the context of their school and district and its impact on teachers' work, and the relationship between teachers' classroom practice and the policies that support or constrain it. My analysis demonstrates that these teachers have substantial knowledge of their students and classroom context that supported our work together, and teachers themselves suggested both that they found our partnerships to be impactful and that they had a desire for further feedback and discussion around their practice. I found that teachers had different ways of linking issues of social justice to their work, sometimes addressing connections between these issues and the curriculum, sometimes incorporating social justice ideas into their relationships with students, and sometimes focusing on these issues through the ways in which they supported students in interacting with one another. Further, teachers identified discussion in our work together as far more helpful for improving their practice than the simple provision of external resources and expressed a desire for further constructive conversation about their practice. My interviews with teachers and administrators suggested that future opportunities for learning might be complicated by disconnects both among teachers and between teachers and the administration in ways in which concepts like social justice, equity, equality, and fairness, as well as classroom issues like gender and politics, were taken up. I conclude with recommendations for researchers, school and district leaders, and other educational stakeholders around improving dialogue and focusing on what is good in others' practice in order to better support social justice work in education.
机译：支持社会正义思想的教学通常很难做到，特别是对于那些可能缺乏制定这种教学过程模型的老师。在这篇论文中，我将探讨我自己和三名对改善社会正义实践有兴趣的高中教师之间三个学期的伙伴关系的发展和分析。这些伙伴关系以及教师和我在其中所做的工作的设计是高度协作的，并且主要借鉴了老师的想法和理解，而不是让自己的想法和特权下降。要求教师根据自己的课堂环境概念化和定义社会正义，考虑他们通过实践对所发现问题的反应方式，并设计和实施针对这些问题的变革。我自己的角色是动态资源，可用于支持教师并根据他们的喜好来讨论，观察，评论，评估和挑战。我使用肖像画方法使我能够一起讲述我们的工作故事，以展示这些老师改善社会正义实践的过程。此外，除了教师数据外，通过与校长和学区负责人的访谈，我能够根据他们所运营的学校和学区的功能，将教师的工作情境化，重点放在所有参与者对工作的理解上。在他们自己和其他层次上完成的工作，学校和学区的背景及其对教师工作的影响，以及教师课堂实践与支持或约束该实践的政策之间的关系。我的分析表明，这些老师对学生和课堂环境有充分的了解，可以为我们的合作提供支持，并且老师们自己建议他们发现我们的合作伙伴关系很有影响力，并且他们希望就他们的实践获得进一步的反馈和讨论。我发现，教师有不同的方式将社会正义问题与其工作联系起来，有时解决这些问题与课程之间的联系，有时将社会正义思想纳入他们与学生的关系中，有时通过他们的方式关注这些问题。支持学生相互交流。此外，教师认为我们一起工作中的讨论比简单地提供外部资源对改善他们的实践更有帮助，并表示希望就他们的实践进行进一步的建设性对话。我对老师和行政人员的访谈表明，未来的学习机会可能会因老师之间以及老师与行政部门之间的脱节而变得复杂，这些方面存在诸如社会正义，公平，平等和公平等概念以及性别和性别等课堂问题的问题。政治，被占用。最后，我为研究人员，学校和地区负责人以及其他教育利益相关者提供了一些建议，围绕改善对话和关注他人实践中的优点，以便更好地支持教育中的社会正义工作。

著录项

  • 作者

    Altman, Max.;

  • 作者单位

    University of Michigan.;

  • 授予单位 University of Michigan.;
  • 学科 Social sciences education.;Instructional design.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 332 p.
  • 总页数 332
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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