The practices of critically conscious teachers; exploring the roles of lived experience, teacher preparation and working contexts

Proposing the potential for grassroots reform of schools by teachers, the researcher explores the most salient component of critical consciousness: the ability for people to understand their social placement based on their culture and economic status and to use that understanding to make changes in the world. To better understand teachers’ awareness of and response to the phenomenon of social placement, and how it relates to schooling, the researcher conducts case studies of two teachers known for their success with children from historically marginalized populations. Using interviews of participants, their students, classroom observation, and collected documents, the researcher conducts inquiry into participants’ lived experience, classroom practices, and students’ voices. These enable the researcher to explore a deeper understanding of the tensions and complexity inherent in teaching for change.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2013

Author dc:creator

• Erikson, Debra

Contributors dc:contributor

• Gutierrez, Rochelle
• Ayers, William
• Clift, Renée T.
• Noffke, Susan E.

• Social Justice
• Critical Pedagogy
• Social Placement
• Lived Experience
• Classroom Practices
• Student Voices
• Narrative Research

Statement dc:rights

• Copyright 2012 Debra Erikson

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/42372

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/42372