Do What I Say, Not What I Do
An Instructor Rethinks Her Own Teaching and Research
Bibliographic Data
| ID | 12009237 |
|---|---|
| Authors | Laurie MacGillivray (0000-0001-8962-2698, University of Southern California, corresponding author) |
| Year | 1997 |
| Volume | 27 |
| Issue | 4 |
| Pages | 469-488 |
| Publication date | 1997-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.1997.11075503 |
| OpenAlex | W4249942607 |
| Language | EN |
| Citations received | 1 |
| References cited | 12 |
This article focuses on the role of self-reflexivity in challenging traditional academic assumptions about learning, teaching, and “appropriate” ways for students and teachers to interact. In attempting to implement a critical pedagogy in two undergraduate reading classes for preservice teachers, I ended up reinforcing much of what I had attempted to disrupt. Multiple sources of data inform this descriptive study: students' written assignments, exit cards, two sets of focused class writes, my journal, and my recollections. This article explores the way in which my unacknowledged biases/expectations sabotaged my conscious attempts to change the traditional power structures created in college classrooms. I also aim to further the discussion of unsettling traditional methods of analyses by sharing how I moved through the actual process and fought my own biases about what was “valid.” Similarly, I seek to show how the process of implementing a critical (liberating?) pedagogy can be as much of an internal struggle for the teacher as one of teacher against “the system” and/or the students
Class (philosophy · Epistemology · Linguistics · Mathematics education · Pedagogy · Power (physics · Process (computing · Reading (process · Reflexivity · Social science · Sociology · Computer Science · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
Handbook of qualitative research
Race, identity, and representation in education
Getting Smart
Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy
Women's ways of knowing
Beyond Methodology
Freire and a Feminist Pedagogy of Difference
Traditions of practice in U.S. preservice teacher education programs
Toward a White Discourse on White Racism
The Silenced Dialogue
Doing Difference
| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |