Structures of feeling in curriculum and teaching

Datos Bibliográficos

ID4254653
AutoresDeborah P Britzman (0000-0002-7871-5087, Binghamton University, autor de correspondencia)
Año1992
Volumen31
Número3
Páginas252-258
Fecha de publicación1992-06-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory Into Practice (JOURNAL)
Identificadores de la revistaISSN: 0040-5841 • E-ISSN: 1527-2532
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405849209543550
OpenAlexW1972256628
IdiomaEN
Citas recibidas23
Referencias citadas6

Those who enter secondary teacher education as graduate students have already spent years in both the academy and the school. As students, they have been relatively successful in these institutional settings and hence bring to their secondary teacher education very specific expectations about what it takes to teach and to learn. Their expectations do not yet include what it might require of them to understand the learning struggles of others and why practices in curriculum must engage with the perils of making sense of the meanings of others in order to do something more with the meanings one already holds. My dilemmas as a teacher educator begin with the perils of learning, with how larger social circumstances of racism, sexism, heterosexism, and other forms of social and structural discrimination live in the contexts of school knowledge and in the social practices of students and teachers. To begin with questions of theory and practice in this way require a second look at how the dynamics of domination and subordination become lived experience in academic socialization

Curriculum · Feeling · Heterosexism · Homosexuality · Mathematics education · Pedagogy · Racism · Socialization · Sociology · Sociology of Education · Gender Studies · Global Educational Policies and Reforms · Literacy, Media, and Education · Psychology · Social Psychology · Teacher Education and Leadership Studies