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ERIC Number: EJ852355
Record Type: Journal
Publication Date: 2003
Pages: 13
Abstractor: ERIC
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0737-5328
Model Activity Systems: Dialogic Teacher Learning for Social Justice Teaching
Hoffman-Kipp, Peter
Teacher Education Quarterly, v30 n2 p27-39 2003
Interest of teacher educators working in the field of social justice focuses on the ways in which teachers learn to inscribe their professional activity within social movements (for progressive change. The community of practice (COP) approach to understanding learning as a social process has a lot of currency right now in teacher education programs (TEPs), especially those that require such a fundamental social justice commitment. The creation of social justice educators becomes a transformation of active and peripheral participation within a community, not a transmission of social justice content. The COP approach is an important development in the move from transmission to transformation of participation as a model for teacher education. As the COP approach widens its influence on teacher education, it would be wise for teacher educators to challenge this framework to include more rigorous attention to the actual activities in which teachers engage both from a process and content point of view. The COP approach could benefit from attention to cultural-historical activity theory (CHAT) and critical pedagogy (CP). These theoretical traditions would assist teachers and teacher educators in making sense of the kind activities that provide the most potential for social justice teacher education. Utilizing data from a larger study, this paper provides a framework rooted in CHAT and CP for understanding how preservice teachers develop a political consciousness and cultural sensitivity in their teaching. (Contains 8 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A