Critical English Educators Collaborative (CEEC): "Ceec"ing Spaces for Teachers Developing Justice-Oriented Teaching Practices

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Transforming and Reimagining K–12 Teaching and Learning (Table 19)

Abstract

This project explores how the Critical English Educator Collaborative (CEEC)--a teacher-guided, informal learning community focused on supporting prospective and practicing English teachers’ understandings of critical pedagogy provides support for justice-oriented novice teachers. Initial findings from this year-long qualitative case study suggest that: 1) English language arts classrooms provide optimal conditions to address social justice issues due to access to both fictional and informational texts; 2) teachers hoping to engage in critical pedagogy need models and support; 3) novice teachers using critical pedagogy require both peer and veteran mentors to assist in the problem-solving components of teaching for social justice.

Authors

• Heather M. Coffey, University of North Carolina - Charlotte
  Presenting Author

• Lucy Arnold, Office of School and Community Partnerships
  Presenting Author

• Meghan E. Barnes, University of North Carolina - Charlotte
  Presenting Author