NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1237656
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1066-5684
EISSN: N/A
Imagining and Enacting Liberatory Pedagogical Praxis in a Politically Divisive Era
Wilson, Camille M.; Hanna, Margaret O.; Li, Michelle
Equity & Excellence in Education, v52 n2-3 p346-363 2019
In this essay, the authors challenge the myth of political neutrality in teaching and emphasize the urgent need for teachers to imagine and enact liberatory pedagogical praxis that sensitively responds to the nation's divisive political climate. They point to U.S. political shifts and changing federal policies in education as catalysts for the social and cultural exclusion of vulnerable children of color. They suggest how teacher educators and in-service teachers can use media sources that reveal how children experience and navigate increasingly xenophobic and polarizing political climates as critical texts. Critical pedagogy and civic education scholarship offer frames to further explain how such texts serve to enhance students' learning, sense of belonging, and their ability to contribute to a democratic and just society. The authors conclude with strategies for supporting teachers' development and advocacy.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York); North Carolina (Charlotte); California (San Francisco); Michigan (Detroit); California (Los Angeles)
Grant or Contract Numbers: N/A