NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1154908
Record Type: Journal
Publication Date: 2016-Feb
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2379-4690
EISSN: N/A
Learning through Crisis and Paradox in Justice-Oriented Teacher Education
Hughes, Hilary E.; Moulton, Matthew; Andrews, Gayle
Middle Grades Review, v1 n2 Article 4 Feb 2016
In this article we explore some of the challenges, constraints, and what we refer to as glimmers of revelation that occurred during an experiential, community-based teacher education course that we designed and co-taught in spring 2015. Trying to take seriously Kumashiro's (2009) notions that justice-oriented teacher education happens "only when "we ourselves" are still struggling with questions about the "what else," "how else," and "where else" that are involved" in this kind of teaching [emphasis added] (p. xxv), we explore moments where we grappled with the paradox, partiality, uncertainty, and discomfort (Kumashiro, 2009) that often accompany our commitments as middle grades teacher educators attempting to enact anti-oppressive teaching practices.
University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A