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Book part
Publication date: 18 February 2011

Dixie K. Keyes

Purpose – The purpose of this chapter is to retell the narratives of a preservice teacher and a teacher educator as they lived a story of critical literacy and curriculum-making…

Abstract

Purpose – The purpose of this chapter is to retell the narratives of a preservice teacher and a teacher educator as they lived a story of critical literacy and curriculum-making as a curriculum of lives.

Approach – The chapter presents a year-long narrative inquiry centered on the revisioning of curriculum for an undergraduate literacy course for preservice teachers.

Findings – The researcher broadened her understanding of teacher and teacher educators as curriculum makers to include preservice teachers as curriculum makers. As preservice teachers in the literacy course were invited to reflect on their own literacy backgrounds, several crucial narratives emerged that shaped new understandings for the researcher/teacher educator and drew her into her own curriculum-making with moral purpose. One preservice teacher began a journey of narrative authority and curriculum-making as a curriculum of lives in a subsequent field experience, even through the mire of political pressure in schools.

Research implications – The preservice teacher's retelling featured children who discovered newfound understandings of social justice through literary ways of knowing and critical literacy events. She developed new understandings of how to help public school students value and define their literacies and their life events, all of which folded back into the undergraduate literacy course.

Value – Teacher educators can be encouraged to walk in relationship with their preservice teachers, valuing human experiences and lives as curriculum rather than relenting to top-down, politically driven, outside curriculum.

Details

Narrative Inquiries into Curriculum Making in Teacher Education
Type: Book
ISBN: 978-0-85724-591-5

Keywords

Book part
Publication date: 29 October 2020

Kevin J. Hulburt, Blake A. Colaianne and Robert W. Roeser

It's a secret hidden in plain sight, we teach who we are. Palmer (2017)In an effort to reinvigorate the art of teaching, educational theorists have called for teachers to learn…

Abstract

It's a secret hidden in plain sight, we teach who we are. Palmer (2017)

In an effort to reinvigorate the art of teaching, educational theorists have called for teachers to learn how to teach with their “whole self” – to be with and teach their students from a position of mindful awareness, authenticity, truthfulness, compassion, and courage (Palmer, 2017; Ramsey & Fitzgibbons, 2005). The skills that support one in mindfully knowing oneself well and being able to creatively and consciously bring aspects of one's knowledge expertise and identity into acts of teaching and learning in the classroom in an authentic way has been labeled the “unnamed domain” in teacher knowledge (e.g., Taylor, 2016). In this chapter, we extend work on a conceptual, evidence-based framework for this unnamed domain. We propose that the formation of teachers who are calm in body in challenging situations, clear in mind when making decisions in complex classroom environments, and kind in approach to interactions with others is one way of describing development in this domain of teacher identity/expertise. Furthermore, we posit that mindfulness, compassion, and other contemplative practices can be useful for developing expertise in it. We present conceptual and empirical findings from a series of studies we have done on the antecedents and consequences of teachers' calmness, clarity, and kindness in the classroom and discuss directions for future research.

Details

Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

Keywords

Book part
Publication date: 5 October 2015

Kimberly A. Kohut

A teacher shares her journey of learning to lead for social justice in a U.S. public school. Look forward to learning about the successes and struggles through her transformation…

Abstract

A teacher shares her journey of learning to lead for social justice in a U.S. public school. Look forward to learning about the successes and struggles through her transformation. She shares an enthusiasm and passion to persevere even when met with resistance. These stories will help inspire others to try to begin their daunting task to create changes in their classrooms, schools, districts, and communities.

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

Keywords

Book part
Publication date: 18 November 2004

Sheralyn Campbell, Glenda MacNaughton, Jane Page and Sharne Rolfe

In this chapter, we used a research-based case study titled “The Desirable Prince Meeting” to explore how interdisciplinary theoretical perspectives on the child can be used to

Abstract

In this chapter, we used a research-based case study titled “The Desirable Prince Meeting” to explore how interdisciplinary theoretical perspectives on the child can be used to prompt critical reflection on socially just equity praxis in early childhood education. We argue that using multiple theoretical perspectives to analyze teaching and learning can generate and drive critical reflection on equity praxis more effectively than using a single perspective that presents a single truth about teaching and learning moments.

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

Article
Publication date: 14 February 2023

Karla Lomelí

This paper aims to highlight a reconstructive lens on one white teacher’s critical approach to teaching literacy. This work equally highlights the importance of anti-racist…

Abstract

Purpose

This paper aims to highlight a reconstructive lens on one white teacher’s critical approach to teaching literacy. This work equally highlights the importance of anti-racist approach to critical pedagogies centered on a humanizing ethic of cariño.

Design/methodology/approach

Drawing on portraiture and qualitative methods, this paper uses the reconstructive analysis of one white teacher’s efforts to disrupt white supremacy through critical pedagogies.

Findings

The author posits that Mr Hope was able to take on critical approaches to teaching literacy and design anti-racist pedagogies by honoring his students’ lived experiences. An ethic of cariño is embodied to design critical pedagogical choices and interactional moves that center the experience of immigrant-origin Latinx youth.

Research limitations/implications

This study contributes to a growing body of literature on reconstructive discourse analysis. The author suggests that taking a “reconstructive” approach to discourse analysis requires that researchers move beyond a narrow focus on transcripts of classroom interaction. The author suggests that a reconstructive lens requires that focus is not solely placed on the interactional level of the transcript, but rather that interactional data be put in conversation with other data sources.

Practical implications

The author offers pedagogical implications for anti-racist teaching perspectives and offers key elements to critical pedagogies that engage Latinx students and center their experiential knowledge as a catalyst for curriculum design.

Originality/value

To date, few studies have explored how teachers of immigrant-origin Latinx students are intentionally resisting white supremacy and crafting anti-racist approaches to critical pedagogies.

Details

English Teaching: Practice & Critique, vol. 22 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Abstract

Details

Essays on Teaching Education and the Inner Drama of Teaching
Type: Book
ISBN: 978-1-78769-732-4

Abstract

Details

Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition
Type: Book
ISBN: 978-1-78441-138-1

Book part
Publication date: 6 December 2004

Colton Paul

The research on Black underachievement is well documented. But the explanations posited as causes for this failure are problematic. They are reductive and fail to explain…

Abstract

The research on Black underachievement is well documented. But the explanations posited as causes for this failure are problematic. They are reductive and fail to explain adequately the reasons for Black children’s underperformance. The wealth of research into Black underachievement is not matched by research into Black achievement, and explanations for this are equally flawed, as are policies designed to curtail underperformance. I argue in this paper that underachievement is the product of social and cultural forces, and success is dependent on all concerned in the educational development of the child, including the child, overcoming those forces and accommodating each other in order to provide the knowledge and skills necessary for success.

Details

Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions
Type: Book
ISBN: 978-1-84950-275-7

Article
Publication date: 1 November 2013

John H. Bickford III

With an ever-expanding focus on reading and mathematics, many elementary schools have chosen to reduce time previously reserved for social studies. Elementary teachers who…

Abstract

With an ever-expanding focus on reading and mathematics, many elementary schools have chosen to reduce time previously reserved for social studies. Elementary teachers who understand both the relevance of social studies content and the effectiveness of interdisciplinary teaching regularly incorporate applicable history-based children’s tradebooks in their curricula. Locating developmentally appropriate books is simple. Teaching history using children’s literature can be effective. It can be counterproductive, however, if the selected book is replete with historical misrepresentations. Teaching historical thinking in elementary school is problematic no matter what the teaching tool, and there are few methodological roadmaps for elementary teachers. Here, I first suggest ways for teachers to nurture elementary students’ historical thinking using anecdotes from everyday activities and literature with themes germane to history and multiculturalism. Then, I suggest ways for elementary educators to locate and develop engaging, age-appropriate, and historically accurate curricular supplements. Using literature on Christopher Columbus as a reference point to facilitate young students’ historical thinking, I propose an interdisciplinary approach, discipline-specific historical literacy strategies, and history-themed authentic assessments.

Details

Social Studies Research and Practice, vol. 8 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 20 November 2017

Colette Rabin and Grinell Smith

The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective…

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Abstract

Purpose

The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective dimensions of educative experiences for how they might forward an ethical ideal of caring.

Design/methodology/approach

This case study was conducted in a second-grade classroom at a small, diverse, urban, independent K-8th grade elementary school. Data were gathered from six sources: notes from the participating second-grade teacher’s planning meetings over the course of a two and a half month unit of instruction about genealogy; lesson plans and observation notes; interviews of participating teachers; interviews with participating students; surveys of students; and the second-grade teacher’s reflective journal. The authors took a phenomenological approach to data analysis, examining the entire data set and conducting inductive interpretive coding to identify emergent themes.

Findings

The authors found that adopting the theoretical perspective of care ethics helped a novice elementary teacher revise his/her approach to social studies instruction. Care ethics led to the teacher coming to see himself/herself as a teacher of care ethics, focusing on dialogue over stories to teach caring in diverse contexts, and highlighting social aspects of the curriculum. The students’ descriptions of their learning indicate that they perceived a larger purpose for their social studies lessons – in this case, participation in social life – and that this perception contributed to their engagement.

Research limitations/implications

The study was conducted at one school site where the teachers enjoyed the intellectual freedom to infuse new perspectives such as care ethics into their curriculum. More research needs to be done to explore the feasibility of application of these ideas elsewhere.

Practical implications

Implications include how adopting an ethic of care provides a larger purpose for social studies that may deepen the educative experience, both for the teacher and for the students. Adopting an ethic of care in social studies might help cultivate students’ inclination to act in more caring ways toward one another.

Originality/value

This paper addresses the overlooked ethical purposes of teaching social studies from a care ethics perspective.

Details

Social Studies Research and Practice, vol. 12 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

21 – 30 of 588