ERIC Number: EJ1110795
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: N/A
Teach Them How: An Autoethnographic Narrative Documenting Critical Pedagogy Implementation
Rozich, Elizabeth S.
Schools: Studies in Education, v13 n1 p76-100 Spr 2016
This autoethnographic narrative explores the challenges and successes of employing critical pedagogy in an eighth-grade history classroom. Using the threads of teacher, scholar, and individual, the author shares the intellectual and emotional progression through hope, frustration, humility, and growth that this endeavor demanded. Further, this work demonstrates that while each educator's implementation of critical pedagogy is necessarily unique, the process of personal and professional development that occurs when sincerely seeking to establish a critical and equitable classroom has the potential to significantly benefit not only students but teachers as well.
Descriptors: Autobiographies, Ethnography, Educational Practices, History Instruction, Grade 8, Critical Theory, Program Implementation, Faculty Development, Equal Education, Educational Benefits, Personal Narratives
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: firstname.lastname@example.org; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A