ERIC Number: EJ999735
Record Type: Journal
Publication Date: 2013-Apr
Abstractor: As Provided
Reference Count: 105
Living Contradictions and Working for Change: Toward a Theory of Social Class-Sensitive Pedagogy
Jones, Stephanie; Vagle, Mark D.
Educational Researcher, v42 n3 p129-141 Apr 2013
This essay describes a vision of social class-sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic context of the United States and the world. Educators may unwittingly alienate the very students they hope to inspire, cause for serious inquiry into what a social class-sensitive pedagogy might entail. The manuscript highlights five interrelated principles that provide insights to what research tells us and how it can be used in K-12 and teacher education.
Descriptors: Educational Environment, Social Class, Elementary Secondary Education, Inservice Teacher Education, Consciousness Raising, Social Mobility, Workshops, Interpersonal Competence, Family Financial Resources, Family Income, Low Income, Psychological Patterns, Theory Practice Relationship, Economic Climate, Systems Approach, Student Empowerment, Neoliberalism
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United States