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Self-study is inherently collaborative. Such collaboration provides
transparency, validity, rigor and trustworthiness in conducting
self-study. However, the ways in which these collaborations are
enacted have not been sufficiently addressed in the self-study
literature. This book addresses these gaps in the literature by
placing critical friendship, collaborative self-study and community
of practice at the forefront of the self-study of teaching. It
highlights these forms of collaboration, how the collaboration was
developed and enacted, the challenges and tensions that existed in
the collaboration, and how practice and identity developed through
the use of these forms of collaboration. The chapters serve as
exemplars of enacting these forms of collaboration and provide
researchers with an additional base of literature to draw upon in
their scholarly writing, teaching of self-study, and their
enactment of collaborative self-study spaces.
Critical Perspectives on Teaching in the Southern United States
presents new and provocative insights into education in the
Southern United States, from the perspective of educators with a
variety of experiences. This book foregrounds the Southern United
States as having unique sociopolitical, sociohistorical, and
sociocultural contexts which directly influence knowledge and
classroom pedagogies. Contributors use a range of critical
frameworks that coalesce around methods including: self-reflection
through research, social justice advocacy, and culturally
responsive, culturally relevant, culturally sustaining, and
asset-based pedagogies. Through the lenses of these critical
frameworks, several contributors also address challenges and
strategies for teaching controversial topics in the classroom.
Drawing upon unique experiences teaching in various regions of the
Southern United States, chapters explore salient topics such as
race, language, gender, discrimination, identity, immigration,
poverty, social justice, and their influence(s) on pedagogy. This
book raises questions considering the ways that history has shaped
present-day Southern education and about the myriad complex
dynamics that influence pedagogy in the Southern U.S. context.
Ultimately, this book affirms the importance of utilizing critical
perspectives in contemporary discussions about education in the
Southern United States.
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