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ERIC Number: EJ1100389
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0749-4025
Disruptive Practices: Enacting Critical Pedagogy through Meditation, Community Building, and Explorative Spaces in a Graduate Course for Pre-Service Teachers
Helmer, Kirsten
Journal of Classroom Interaction, v49 n2 p33-40 2014
This study showcases classroom interactions that reveal the transformational potential of educational practices which disrupt traditional notions about teaching and learning. These disruptive practices create qualitatively different social relations within a classroom which open spaces for students to co-create knowledge in new and creative ways. Based on an ethnographic study, conducted in a foundational course for pre-service teachers, that explored the pedagogical practices of a teacher educator committed to a social justice-based critical pedagogy, analysis of classroom interactions revealed the following disruptive teaching practices: providing spaces for creative explorations, a focus on community building, and using secular mindfulness practices.
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A