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ERIC Number: EJ992214
Record Type: Journal
Publication Date: 2012
Pages: 28
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1946-7109
Cultivating Critical, Sociopolitical Awareness in Urban Secondary Schools: Tensions and Possibilities
Dorman, Elizabeth Hope
Penn GSE Perspectives on Urban Education, v9 n2 Fall 2012
This paper focuses on three secondary education teachers who earned licensure through a graduate-level urban teacher preparation program and then accepted positions at diverse, urban schools in the western U.S. The primary research question asks: "How do three urban secondary teachers implement the pedagogical tool of expressing and cultivating critical awareness in their classrooms?" This research responds to the calls for further inquiry into the experiences of "diversity-prepared" teachers once they become teachers of record. It provides an up-close look at what equity-oriented teaching looks look like concretely in middle and high school classrooms, along with its tensions and possibilities, and addresses the potential influences of a social-justice focused teacher education program. (Contains 4 tables and 7 endnotes.)
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Middle Schools; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A