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ERIC Number: EJ890994
Record Type: Journal
Publication Date: 2010-Oct
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Conceptualizing Identity, Learning and Social Justice in Community-Based Learning
Farnsworth, Valerie
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n7 p1481-1489 Oct 2010
This paper explores the process of learning to become a social justice teacher, drawing in particular on Bakhtin's notions of dialogue in order to theorize pre-service teachers' identity negotiations. Interpretations of learning and identity are based on the content of pre-service teachers' narratives about community-based learning. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events. Implications for teacher education, in terms of the design and pedagogic practices, are presented with the intent of enabling the realization of social justice teacher education. (Contains 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A