scholarly journals Embedding and Sustaining Equitable Practices in Teachers’ Everyday Work: A Framework for Critical Action

2013 ◽  
Vol 7 (3) ◽  
Author(s):  
Ann E. Lopez
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Educational Achievement ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
Diverse Students ◽  
Distinctive Features ◽  
Diverse Student ◽  
Critical Action ◽  
Poor Children

Diverse student populations are now one of the distinctive features of schools in North America. This changing demographic reality in schools places equity education that includes the lived experiences of diverse students at the centre of the teaching and learning process. However, research continues to show that despite the efforts and good work of teachers, huge gaps persist in the educational achievement and outcomes of Aboriginal students, students of colour, and poor children. Based on research conducted with teachers in Southern Ontario, Canada, grounded in critical pedagogy and culturally relevant teaching, this article examines the complexities of equity education and ways to better serve the needs of diverse students. Drawing from the author’s experiences as a classroom teacher, administrator, and teacher educator, the article posits a framework for critical action on ways that teachers can embed equitable practices in their teaching.

scholarly journals Developing teachers, developing as a teacher: A story about a story

Pythagoras ◽  
2005 ◽  
Vol 0 (62) ◽  
Author(s):  
Kate Bennie
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
Personal Account ◽  
Mathematics Educators ◽  
Changing Roles ◽  
Mathematics Teaching And Learning ◽  
Personal Reflections ◽  
Everyday Classroom

In this paper I reflect on my changing roles as a mathematics educator, that is, as a teacher educator and as a classroom teacher in a secondary school. This is a personal account of the challenge of translating my beliefs about mathematics teaching and learning into everyday classroom practice. The presentation I use is based on the work of Rowland − the account is presented in the form of personal reflections on a story written about playing the two different roles of teacher educator and classroom teacher. I use the process of writing to try to make sense of my experiences and to explore the use of story as a research methodology. Although the story is intensely personal, there are identifiable themes that run through the narrative, which I suggest may resonate with the experience of other mathematics educators.

scholarly journals Coronavirus Pedagogy in the Zoomoscape

Lateral ◽  
2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Marcus Breen
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
The United States ◽  
Division I ◽  
Boston College ◽  
Diverse Student ◽  
Commercial Technology ◽  
Division I Athletes ◽  
Diverse Student Population ◽  
Empirical Foundation

The COVID-19 pandemic emptied universities, colleges, and schools across the United States in March 2020, forcing instructors into an unavoidable culture in which a networked commercial technology mediated teaching and learning. In the tradition of critical pedagogy, this article argues that students and instructors alike engaged through the artificial lenses and screens of Zoom. The “pinhole intimacy” of the Zoomscape is assessed using conscientization, the concept offered by the Brazilian educator Paulo Freire, to describe most pedagogy as an oppressive apparatus that can be overcome with direct engagement between students and instructors. In such an opticentric context, the Zoomosphere’s intimacy is used to explore how the emancipation proposed by conscientization might be applied to the culture of pedagogy in a college with a diverse student population, including pedagogical interventions to address the challenges associated with teaching Division I athletes. The context of a large communication department at Boston College provides the empirical foundation for the exploration of coronavirus pedagogy.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Working Perspectives within Feminism and Early Childhood Education

2000 ◽  
Vol 1 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Heather Anne De Lair ◽  
Eric Erwin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
Childhood Education

The authors describe a model for feminist-based early childhood practice from two perspectives: the classroom teacher and the teacher educator. Using examples from their own work, the authors outline the assumptions and the principles which guide their work with children and adults. Implications for the field are discussed.

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

Telling Reflections: Teaching Sustainably in a Complex Learning Environment

2016 ◽  
Vol 32 (1) ◽  
pp. 80-90 ◽  
Author(s):  
Debbie Prescott
Keyword(s):  
Environmental Sustainability ◽  
Teacher Educator ◽  
Learning Design ◽  
Contextual Cues ◽  
Online Delivery ◽  
Regional University ◽  
Assessment Tasks ◽  
Environmentally Responsive ◽  
Diverse Student ◽  
Student Cohorts

AbstractThis article examines learning design in a postgraduate preservice teacher setting. The overarching aim was to embed environmentally responsive approaches throughout two companion units for diverse student cohorts. This article reports on a teacher educator self-study in a regional university with extensive online delivery for large units (300–800 students) in a 1-year course. The author examines how assessment tasks in literacy- and numeracy-oriented units are designed to meaningfully integrate environmental sustainability using contextual cues, collaborative learning, complex tasks, and reflexivity. The author argues for the use of these four key guidelines of environmentally responsive pedagogies alongside environmental education programs to emphasise messages of sustainability even in units that are not traditionally environmentally oriented. Challenges include problematising the nature of effective teaching and dealing with the complexities of purposeful learning. Innovative unit learning design alone, however, is inadequate if the surrounding systems are fragmented and seen as separate to learning about sustainability.

Transforming Teaching and Learning in ELT Through Critical Pedagogy

2014 ◽  
Vol 12 (4) ◽  
pp. 343-355 ◽  
Author(s):  
Joanna Joseph Jeyaraj ◽  
Tony Harland
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning

Handbook of undergraduate second language education. Judith W. Rosenthal (Ed.). Mahwah, NJ: Erlbaum, 2000. Pp. 400.

2001 ◽  
Vol 22 (2) ◽  
pp. 278-281
Author(s):  
D. Bradford Marshall
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Student Population ◽  
Second Language Education ◽  
Diverse Student ◽  
New Ideas ◽  
Diverse Student Population

Judith Rosenthal has brought together a wide variety of articles on second language (L2) teaching and learning that will surely interest foreign language (FL) educators in U.S. universities who are struggling to increase or maintain enrollment in their courses or who are seeking new ideas to meet the needs and demands of an increasingly diverse student population. Rather than encourage individual language departments to continue their separate battles for survival, Rosenthal hopes to enhance the “integration” of FL programs in order “to better promote proficiency in more than one language” (p. 353). This volume clearly illustrates how teachers of various languages can collaborate and share experiences in order to find solutions to what are often very similar problems.

scholarly journals Critical Self-Reflection as Disruption: A Black Feminist Self-Study

2020 ◽  
Vol 3 (1) ◽  
pp. 21-38
Author(s):  
Benikia Kressler
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Teacher Educator ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Self Reflection ◽  
White Middle Class ◽  
Self Study ◽  
Educators Of Color

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.    

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