Challenging Hegemony in Self and Society: An Analysis of Three Teacher Educators’ Critical and Self-Reflexive Research

• In Event: Roundtable Session 2

Session Type: Roundtable Session

Abstract

Three Foundations of Education teacher educators, from different U.S. universities, use data generated from their critical, self-reflexive research to examine the effectiveness of their social justice teaching practice. Using diverse but related theoretical frameworks, they explore how hegemony, including whiteness, has influenced their practice. They analyze the impact of critical multicultural pedagogical theories and practices, including critical questioning, culturally responsive practice, and assignments that require emotional/feeling responses, on their pre/in-service teachers’ perceptions of students, curriculum, and teaching. Their results reinforce the value of critical multicultural pedagogy, and the need for follow-up studies to see how candidates, claiming a commitment to equity, inclusion, and thoughtful action, maintain this stance after teaching for more than a year in schools.

Sub Unit

• SIG-Paulo Freire, Critical Pedagogy, and Emancipation

Chair

• Virginia M. Lea, University of Wisconsin - Stout

Papers

• Awakening Critical Awareness of Self and Society Through Critical, Self-Reflexive Research - Virginia M. Lea, University of Wisconsin - Stout

• Manifestations of Resistance: Theirs and Mine in Neoliberal-Land 2014 - Roberta Ahlquist, San José State University

• Engaging New Politics of Pedagogical Possibility - Carolyne J. White, Rutgers University