Download full text
Download full text
ERIC Number: EJ1105080
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 56
Preservice Teachers' Perceptions of Immigrants and Possibilities of Transformative Pedagogy: Recommendations for a Praxis of "Critical Aesthetics"
McDermott, Morna; Shelton, Nancy Rankie; Mogge, Stephen G.
International Journal of Multicultural Education, v14 n2 2012
To address anti-immigration sentiments revealed by preservice educators, the authors conducted a workshop using a "critical-aesthetic praxis." The purpose of the workshop was to create a praxis (Freire, 1970;1998) of critical aesthetics (Carey, 1998) in which preservice teachers engaged in a series of aesthetically grounded experiences aimed at revealing and disorienting their previously conceived notions about immigration. The workshop lay the groundwork for a re-orientation of understanding based on perspectives of the "the Other" and builds a transformative curriculum in teacher education programs. Such practices must become more integral facets of teacher preparation programs to promote an anti-racist pedagogy.
Descriptors: Preservice Teachers, Immigrants, Praxis, Critical Theory, Affective Objectives, Workshops, Perspective Taking, Transformative Learning, Teacher Education Programs, Student Writing Models, Sensory Experience, Childrens Literature, Drama, Reflection, Student Teacher Attitudes
International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: firstname.lastname@example.org; Web site: http://www.ijme-journal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Maryland (Baltimore)