Teachering on the Brink... Together: A Collaborative Look at Tensions in Critical Inquiry Teacher Education Classrooms (original) (raw)
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An electronic conversation spontaneously constructed by elementary teacher candidates accomplished the critical reading of text, the connection of these readings to their work as teachers, and the framing of that teaching in terms of socially conscious inquiry and action. The structure of the conversation facilitated the exploration and establishment of the candidate’s identity as critical literacy educators; the implicit rules of engagement facilitated mutual trust, respect and appreciation. This created a safe space in which to engage in a discussion that rendered the teacher candidates vulnerable to self-doubts about critical literacy pedagogy, even as it showcased their intellectual strengths as critical readers. Implications for teacher education are included.
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The International Journal of Critical Pedagogy, 2016
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Autobiographical Statement______________________________283 CHAPTER ONE CHAPTER THREE METHODS "Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates to invention. It shocks us out of sheep-like passivity, and sets us at noting and contriving. Not that it always affects this result; but that conflict is a 'sine qua non' of reflection and ingenuity."-John Dewey CHAPTER FOUR FINDINGS "I like the CDA though because it challenges us, just allowing the tensions to be there. .. It's an uncomfortable process, a very uncomfortable process, but necessary for growth."-Participant 3
The International Journal of Critical Pedagogy, 2010
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