Keeping The Vision

Overview

Little is known about new teachers who graduate from social justice-oriented teacher education programs (SJOTEPs) and go into urban schools as full-time teachers. How does their training translate into conceptual understandings and classroom practices? Moreover, what types of supports are needed for the attainment of such a lofty goal as social justice? As recent research argues that conditions for the improvement of teaching and learning are enhanced when teachers collaborate, this study examined the activity of...
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Overview

Little is known about new teachers who graduate from social justice-oriented teacher education programs (SJOTEPs) and go into urban schools as full-time teachers. How does their training translate into conceptual understandings and classroom practices? Moreover, what types of supports are needed for the attainment of such a lofty goal as social justice? As recent research argues that conditions for the improvement of teaching and learning are enhanced when teachers collaborate, this study examined the activity of six graduates of the same SJOTEP meeting on a regular basis and how it mediated their collaboration. Utilizing both cultural-historical activity theory and transformational resistance theory, it focused on the teachers' development of concepts and practices, the appropriation of these concepts and practices to their classrooms and schools, and whether or not acts of transformational resistance were supported. Results from this study showed that in a space that was characteristically social justice-focused, safe, and challenging, development of concepts and practices was mediated by the social justice-focused nature of the problem-solving and planning that the teachers were engaged in as part of their work. Specifically, much of the group's time was spent sharing and then refining a set of shared concepts and practices that had been introduced in the SJOTEP. These shared tools were developed and then appropriated to their classroom and school context in consideration of the local context of the school, as well as lessons learned by other teachers in their classrooms and schools through a collaborative problem-solving process. They were also appropriated with the goals of social justice and student engagement in mind. Last, the findings of the study lead to a proposed continued reshaping of transformational resistance theory. The group's consideration of context in discussions of possible acts of resistance and the centrality of the collaborative work of problem solving and planning brought to light a more complex and situated picture of resistance.
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Product Details

  • ISBN-13: 9781243711182
  • Publisher: BiblioLabsII
  • Publication date: 9/8/2011
  • Pages: 300
  • Product dimensions: 7.44 (w) x 9.69 (h) x 0.63 (d)

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