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ERIC Number: EJ876223
Record Type: Journal
Publication Date: 2010-May
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
Fostering Understanding of Institutional Oppression among U.S. Pre-Service Teachers
Hyland, Nora E.; Heuschkel, Kim
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n4 p821-829 May 2010
This paper describes the use of an "institutional inquiry assignment" for pre-service teachers at a large state university in the US to foster critical understanding of institutional oppression. Written inquiry assignments, web-based journal entries, and class discussions with one hundred and six pre-service teacher candidates enrolled in a cultural diversity course are analyzed using interpretive qualitative methods to examine the useful aspects as well as the limitations of this assignment for helping to engage in teaching for social justice. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States