ERIC Number: EJ1037838
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: 90
Critical Pedagogy's Problem with Changing Teachers' Dispositions towards Critical Teaching
Neumann, Jacob W.
Interchange: A Quarterly Review of Education, v44 n1-2 p129-147 Dec 2013
Increasing teachers' dispositions towards critical teaching is a fundamental goal for critical pedagogy. Because critical educational change cannot occur without teachers' "buy-in," developing teachers' inclination to implement critical teaching into their classrooms is a prerequisite for any successful critical pedagogy focused on change in K-12 schools. However, critical educators too often approach K-12 teachers' dispositions in ways that are at best unproductive and at worst harmful to critical change efforts. Some critical pedagogy exists that approaches teachers' knowledge and beliefs in "teacher friendly" ways, but most critical pedagogy suffers from the problem of totality and speaks merely to educators who "already" hold critical dispositions. In response to this problem, this paper identifies and examines three areas in which critical education scholars can work to better connect with a crucial, yet essentially unaddressed constituency: teachers in neighborhood schools. These three areas are critical pedagogy's audience, teachers' professional knowledge, and teachers' beliefs about what constitutes "real schools" and "real teachers." The paper ends by suggesting approaches to teachers' dispositions that do not sacrifice the possible to the ideal, that value practical and eclectic change efforts, and that appreciate teachers' already existing knowledge and beliefs as a foundational medium for developing critical education.
Descriptors: Critical Theory, Teacher Characteristics, Teacher Attitudes, Elementary Secondary Education, Educational Change, Pedagogical Content Knowledge
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A