Sharon M Chubbuck
Biographic Data
| ID | 1604789 |
|---|---|
| NAME | Sharon M Chubbuck |
| GIVEN NAMES | Sharon M |
| FAMILY NAME | Chubbuck |
| SIGNATURE | CHUBBUCK S M |
| AFFILIATIONS | Marquette University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 69 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 6 |
Toward a critical pedagogy for nonviolence in urban school contexts
This paper explores the intersection of critical pedagogy and nonviolence in a case study of a white novice teacher at an urban school in the Midwestern United States. Drawing on various theoretical streams that contribute to this possible marriage of critical pedagogy, non-violence and critical peace education, the authors formulate the notion of critical pedagogy for nonviolence, which includes a holistic integration of nonviolence, the product…
Individual and Structural Orientations in Socially Just Teaching
This essay, drawn from theory, research, and the author's practitioner research as a teacher educator, proposes a framework to inform teacher educators' conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orient…
A Novice Teacher's Beliefs About Socially Just Teaching
This case study explores the reality shock experienced by a White novice teacher, committed to socially just teaching, in her first year in an urban context. The apparently successful novice held three beliefs about her practice and herself: that socially just teaching was a holistic practice; that it could and should be done “right”; and that, based on her previous levels of success, she should be able to succeed in implementing this practice. T…
The Emotional Ambivalence of Socially Just Teaching
The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical…
The presence and possibility of moral sensibility in beginning pre-service teachers
This paper presents research on the moral sensibility of six pre-service teachers in an undergraduate teacher education program. Using their reflective writing across their first two semesters of coursework as well as focus group interviews in their third semester as sources of data, the paper identifies and describes three distinctive types of moral sensibility and examines ways in which moral sensibility interacts with experiences in teacher ed…
Reclaiming the Moral in the Dispositions Debate
This article addresses the current debates about the definition and assessment of dispositions in teacher education. Competing perspectives on the definitions and assessment of dispositions in teacher education are examined and critiqued, and a renewed commitment to foregrounding the moral nature of teaching is suggested. Recommendations for understanding and assessing the moral in teacher education, including the development of a code of ethics …
Whiteness Enacted, Whiteness Disrupted
This study of the enactment and disruption of Whiteness in two White secondary literacy teachers focuses on their life histories and their practice and policy in relation to students of color. Both teachers demonstrated some disruption of Whiteness as well as some continued enactment of Whiteness, despite their stated intentions. The findings indicate that neither an abolition of Whiteness nor a rearticulation of Whiteness includes a sufficiently…
Playing it Safe as a Novice Teacher
Prompted by the continuing attrition rate of novice teachers, this study examines 1st-year teachers' needs in the context of a university-regional partnership sponsored support program for novice teachers, the Novice Teacher Support Project (NTSP). Using the concept of reality shock as occurring in the interaction of person and environment, the authors examined novice teachers' expressed needs and how those needs are met. Throughout all the findi…
Whiteness Enacted, Whiteness Disrupted
This study of the enactment and disruption of Whiteness in two White secondary literacy teachers focuses on their life histories and their practice and policy in relation to students of color. Both teachers demonstrated some disruption of Whiteness as well as some continued enactment of Whiteness, despite their stated intentions. The findings indicate that neither an abolition of Whiteness nor a rearticulation of Whiteness includes a sufficiently…
Individual and Structural Orientations in Socially Just Teaching
This essay, drawn from theory, research, and the author's practitioner research as a teacher educator, proposes a framework to inform teacher educators' conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orient…
Reclaiming the Moral in the Dispositions Debate
This article addresses the current debates about the definition and assessment of dispositions in teacher education. Competing perspectives on the definitions and assessment of dispositions in teacher education are examined and critiqued, and a renewed commitment to foregrounding the moral nature of teaching is suggested. Recommendations for understanding and assessing the moral in teacher education, including the development of a code of ethics …
The Emotional Ambivalence of Socially Just Teaching
The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical…
Playing it Safe as a Novice Teacher
Prompted by the continuing attrition rate of novice teachers, this study examines 1st-year teachers' needs in the context of a university-regional partnership sponsored support program for novice teachers, the Novice Teacher Support Project (NTSP). Using the concept of reality shock as occurring in the interaction of person and environment, the authors examined novice teachers' expressed needs and how those needs are met. Throughout all the findi…
Toward a critical pedagogy for nonviolence in urban school contexts
This paper explores the intersection of critical pedagogy and nonviolence in a case study of a white novice teacher at an urban school in the Midwestern United States. Drawing on various theoretical streams that contribute to this possible marriage of critical pedagogy, non-violence and critical peace education, the authors formulate the notion of critical pedagogy for nonviolence, which includes a holistic integration of nonviolence, the product…
A Novice Teacher's Beliefs About Socially Just Teaching
This case study explores the reality shock experienced by a White novice teacher, committed to socially just teaching, in her first year in an urban context. The apparently successful novice held three beliefs about her practice and herself: that socially just teaching was a holistic practice; that it could and should be done “right”; and that, based on her previous levels of success, she should be able to succeed in implementing this practice. T…
Playing it Safe as a Novice Teacher
Prompted by the continuing attrition rate of novice teachers, this study examines 1st-year teachers' needs in the context of a university-regional partnership sponsored support program for novice teachers, the Novice Teacher Support Project (NTSP). Using the concept of reality shock as occurring in the interaction of person and environment, the authors examined novice teachers' expressed needs and how those needs are met. Throughout all the findi…
Whiteness Enacted, Whiteness Disrupted
This study of the enactment and disruption of Whiteness in two White secondary literacy teachers focuses on their life histories and their practice and policy in relation to students of color. Both teachers demonstrated some disruption of Whiteness as well as some continued enactment of Whiteness, despite their stated intentions. The findings indicate that neither an abolition of Whiteness nor a rearticulation of Whiteness includes a sufficiently…
The presence and possibility of moral sensibility in beginning pre-service teachers
This paper presents research on the moral sensibility of six pre-service teachers in an undergraduate teacher education program. Using their reflective writing across their first two semesters of coursework as well as focus group interviews in their third semester as sources of data, the paper identifies and describes three distinctive types of moral sensibility and examines ways in which moral sensibility interacts with experiences in teacher ed…
Reclaiming the Moral in the Dispositions Debate
This article addresses the current debates about the definition and assessment of dispositions in teacher education. Competing perspectives on the definitions and assessment of dispositions in teacher education are examined and critiqued, and a renewed commitment to foregrounding the moral nature of teaching is suggested. Recommendations for understanding and assessing the moral in teacher education, including the development of a code of ethics …
A Novice Teacher's Beliefs About Socially Just Teaching
This case study explores the reality shock experienced by a White novice teacher, committed to socially just teaching, in her first year in an urban context. The apparently successful novice held three beliefs about her practice and herself: that socially just teaching was a holistic practice; that it could and should be done “right”; and that, based on her previous levels of success, she should be able to succeed in implementing this practice. T…
The Emotional Ambivalence of Socially Just Teaching
The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical…
Individual and Structural Orientations in Socially Just Teaching
This essay, drawn from theory, research, and the author's practitioner research as a teacher educator, proposes a framework to inform teacher educators' conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orient…
Toward a critical pedagogy for nonviolence in urban school contexts
This paper explores the intersection of critical pedagogy and nonviolence in a case study of a white novice teacher at an urban school in the Midwestern United States. Drawing on various theoretical streams that contribute to this possible marriage of critical pedagogy, non-violence and critical peace education, the authors formulate the notion of critical pedagogy for nonviolence, which includes a holistic integration of nonviolence, the product…
Pedagogy (8 works) · Psychology (7 works) · Sociology (7 works) · Teacher Education and Leadership Studies (6 works) · Educator Training and Historical Pedagogy (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Teacher education (4 works) · Critical Race Theory in Education (3 works) · Political science (3 works)