ERIC Number: EJ1052076
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction
Coffey, Heather M.; Fitchett, Paul G.; Farinde, Abiola A.
Action in Teacher Education, v37 n1 p9-22 2015
Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting (Courage High School) that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. Participants presented a model for this school and how it would benefit specific student needs. From our classroom experiences, the authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing Courage High School. The authors suggest that using museums as experiential pedagogical tools and offering authentic learning opportunities can encourage a critical, social justice orientation to teaching and may inspire future teachers to enact courage in their teaching practice.
Descriptors: Preservice Teachers, High Schools, Social Justice, Teacher Characteristics, Social Cognition, Consciousness Raising, Museums, Models, Experiential Learning, Exhibits, School Policy, Educational Improvement, Class Activities, Curriculum Development, Professional Development, Teacher Education, Race, Diversity (Institutional)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A