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Educational Foundations, v25 n1-2 p63-81 Win-Spr 2011

This essay documents a few key examples of the critical pedagogy and curriculum that the authors employ to challenge pre-service and in-service teachers to consider the concrete and theoretical contexts of taking on a social-activist-teacher persona. Their vision of social justice is rooted firmly in the critical tradition, as it is anchored in excavating unjust social and economic formations that imperil the vast majority of the world's population, while concomitantly empowering the economic elite. Not only do they believe that teacher educators must take the lead in helping their students recognize the social, political, and economic forces creating injustice in schools and in the wider society, but they must help current and future teachers develop emancipatory visions of how to develop instructional designs, collaborate with educators, and engage in activist initiatives which have the potential to eliminate social inequalities and build institutional structures based on democracy, equity, and fairness. Like many teacher educators, the authors have worked in institutions where almost 95% of the teacher education students have self-identified as White. Because of the difficulties of working with this nearly ubiquitous at-risk group (at risk for acting as oppressors), the authors focus their attention in this essay on the challenges White in-service and preservice teachers pose to practicing critical pedagogy. (Contains 3 notes.)

Descriptors: Social Justice, Preservice Teacher Education, Preservice Teachers, Critical Theory, Democracy, Educational Change, Teacher Educators, Whites, Teaching Methods, Activism, Equal Education, At Risk Persons

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Autor: Porfilio, Brad J.; Malott, Curry S.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4160&id=EJ925901







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