Charting “Unexplored Territory” in the Social Foundations

Pedagogical Practice in Urban Teacher Education

Datos Bibliográficos

ID8923918
AutoresSonia E Murrow (Brooklyn College, autor de correspondencia)
Año2008
Volumen43
Número3
Páginas229-245
Fecha de publicación2008-06-12
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Studies (JOURNAL)
Identificadores de la revistaISSN: 0013-1946 • E-ISSN: 1532-6993
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131940802117704
OpenAlexW1984091426
IdiomaEN
Citas recibidas3
Referencias citadas13

In this article, I portray undergraduate education students at an urban, inclusive university participating in the process of defining their emerging philosophies of education. Excerpts from student writing demonstrate that, in a course organized around key essential questions, double-entry journals, and students' consideration of their educational autobiographies (in a classroom that valued critical inquiry and collaboration), students developed personal philosophy statements that were coherent, thoughtful, self-confident, and revealed a sense of personal and political efficacy in the context of urban, public schooling. These philosophy statements signify that, over the course of the semester, students were able to formulate clear and strong positions on education, and perhaps most important, express a commitment to participate in the reform of urban schools for all children. ACKNOWLEDGMENTS The phrase “unexplored territory” was taken from a student paper in which she described her experience critically examining education and schooling as “unexplored territory.” Notes 1. This reform took place under the leadership of School of Education Dean, Dr. Ofelia Garcia and the Dean of Academic Affairs, Dr. Cecelia Traugh. Dr. Traugh was instrumental to the development of the course discussed in this article and served as my mentor during the seven semesters I taught TAL 201. 2. The student work presented in this article was completed during the spring 2004 term. A total of fifteen students were enrolled in the course section

Mathematics education · Pedagogy · Sociology · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology