Engaged Pedagogy and Critical Race FeminismReport as inadecuate

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Educational Foundations, v24 n3-4 p19-26 Sum-Fall 2010

As a woman of color scholar whose work focuses on the intersections of social foundations and curriculum theory in the context of urban teacher education, the author is an advocate and purveyor of scholarship and praxis that raises the intellectual value of the work of teachers and teacher educators who wholeheartedly and unselfishly support those who are most likely to be underserved in the educational arena, k-20. She advocates for and subscribes to the praxis of engaged pedagogy as defined by cultural critic and scholar bell hooks (1994). She advocates for and subscribes to the theoretical and conceptual notion of critical race feminism as defined by legal scholar and social activist Adrien K. Wing (1997). What she proposes is a classroom praxis of engaged pedagogy from a critical race feminist perspective. In this article, she will describe hooks' engaged pedagogy in the context of the experiences she gained from a group of African American pre-service teachers in a social foundations course. This will be followed by a description of critical race feminism. The article will conclude with a discussion on engaged pedagogy from a critical race feminist perspective.

Descriptors: Feminism, Curriculum Research, Teacher Educators, African American Teachers, Teacher Education, Critical Theory, Story Telling, Preservice Teachers

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Author: Berry, Theodorea Regina

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1391&id=EJ902670

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