Identity, consciousness, and agency: Critically reflexive social studies praxis and the social relations of teaching (original) (raw)

Teaching and Teacher Education, 2021

Abstract

Abstract In this piece, the author examines the reflexive praxis of self-identifying critical Social Studies teachers. Findings suggest, first, that an intimate relationship exists between a critical Social Studies teacher's identity and their reflexive praxis. Second, that internalized and externalized power relations nuance teacher reflexivity. Third, identity, consciousness, and reflexivity become foundational elements to perceptions of agency and engagements in transformational praxis. The author recommends teacher educators support self-identifying critical Social Studies teachers by jointly navigating the dialectical tensions they face as they enter the profession, engaging with them in critical experiences that expand their perceptions of educational possibility, and considering the possibilities of working within and beyond the social relations of teaching.

Kevin Magill hasn't uploaded this paper.

Let Kevin know you want this paper to be uploaded.

Ask for this paper to be uploaded.