What does this have to do with us?”

Pursuing Transformative Possibilities and Cultural Relevancy in a Social Foundations Teacher Education Course

Datos Bibliográficos

ID11070735
AutoresBrian Sevier (University of Colorado System, autor de correspondencia)
Año2005
Volumen33
Número3
Páginas347-375
Fecha de publicación2005-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory & Research in Social Education (JOURNAL)
Identificadores de la revistaISSN: 0093-3104 • E-ISSN: 2163-1654
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.2005.10473286
OpenAlexW2070010456
IdiomaEN
Citas recibidas9
Referencias citadas23

In this article, I examine my teaching within a social foundations teacher educations course. Using the tenets of culturally relevant teaching and the concept of the teacher as transformative intellectual as both conceptual frame and instructional guide, this self-study delineates my attempt to match my beliefs about socially just forms of pedagogy with my practices. Throughout the course of the self-study, I argue that teacher educators have a responsibility to attempt to enact the forms of practice they hope future teachers will utilize. Because teacher educators traditionally have little control over the kinds of pedagogy experienced by pre-service teachers in field placements, the college classroom is the most viable site for practicing culturally relevant/transformative practices. Thus, if we want future teachers to create classrooms oriented around critical thinking skills, social justice, and civic action, these students must have at least some experience in such a classroom

Consciousness raising · Mathematics education · Pedagogy · Social justice · Social science · Sociology · Teacher education · Teaching method · Transformative learning · Adult and Continuing Education Topics · Critical and Liberation Pedagogy · Psychology · Teacher Education and Leadership Studies