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ERIC Number: EJ947101
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 86
ISSN: ISSN-1066-5684
Awakening Teachers' Capacities for Social Justice with/in Arts-Based Inquiries
Kraehe, Amelia M.; Brown, Keffrelyn D.
Equity & Excellence in Education, v44 n4 p488-511 2011
Social justice-oriented teacher education can guide preservice teachers toward greater critical sociocultural knowledge, analytic skills, social responsibility, and commitment to act in the interest of providing all students with high quality educational experiences. This qualitative case study examines how arts-based inquiries in social justice-oriented teacher education can provide the necessary generative spaces for developing preservice teachers' critical sociocultural knowledge. Data were drawn from student interviews and reflective papers across four sections of a course employing collaborative, arts-based inquiry. Findings highlight the cumulative knowledge, pleasure, anxiety, confrontation with material and symbolic bodies, and self-transformations that can develop from art practices and help to awaken preservice teachers' critical consciousness for teaching for social justice. (Contains 1 note and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A