| Autor: |
Winn, Vanessa, Googins, Jody |
| Předmět: |
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| Zdroj: |
Critical Questions in Education; Fall2023, Vol. 14 Issue 3, p199-217, 19p |
| Abstrakt: |
In this study, we share narrative findings that highlight the nuance of what happens when our goals, as teacher educators, are to engage students in sociopolitical consciousness raising (Ladson-Billings, 1995, p. 476) during online reading groups. We focus on the story of two reading groups to illuminate the nuances of group dynamics and sociopolitical consciousness raising in context. The first group was committed to the professionalism of teachers and engaging in a supportive and collegial graduate class experience but understood as largely non-political. The second was critically engaged and critically reflected on their school contexts and complicity in inequitable power relations in schools. Reading group conversations, interpreted as non-political and political, is the focus of our critical analysis and discussion of the implications of our study. Recommendations and implications for teacher educators who seek to foster sociopolitical consciousness raising in collaborative group conversations in online graduate education are shared in the conclusion. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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