Education as Apprenticeship for Social Action: Composition Instruction, Critical Consciousness, and Engaged Pedagogy.Reportar como inadecuado




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Networks: An On-line Journal for Teacher Research, v3 n1 Apr 2000

For one professional teacher of writing, language is one of many locations in which political struggles exist, and the classroom is a site from which he and his students can actively examine culture, developing strategies of language use that can facilitate social change. Critical and feminist pedagogies are two closely related ways of teaching from which socially created power structures can be examined so that society can move towards new ways of thinking and towards a new consciousness. Davis, Resta, Miller, and Fortman (1999) encourage instructors in their informative years of teaching (i.e., beginning teachers) to conduct a type of action research in their own classrooms to discover ways to develop more effective classroom practices. This article is about such research. The article begins with how critical and feminist theories informed the author/educator's teaching of first-year composition at New Mexico State University, a land-grant institution. It then describes the specific classroom strategies that he adopted based on his reading of these two theories. Finally, it explores the student outcomes attributed to the implementation of these theories during the spring 1999 semester. (NKA)

Descriptors: Action Research, Classroom Techniques, Critical Pedagogy, Freshman Composition, Higher Education, Instructional Effectiveness, Language Usage, Outcomes of Education, Social Action, Social Change

For full text: http://www.oise.utoronto.ca/~ctd/networks/.





Autor: Sapp, David Alan

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7386&id=ED475412







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