Critical Teaching, Changing Paradigms, and the Politics of Schooling in an Urban Elementary Context

• In Event: Teacher Research: Connecting the Social, Academic, and Emotional Lives of Students and Teachers

Abstract

Critical teaching as a concept supports dismantling master narratives that marginalize the epistemologies of diverse students. This research project explored the impact of critical teaching in an urban public elementary school and its impact on students and teachers. Couched in autoethnographic research methodology, data was gathered by the teacher as researcher. The use of rigorous thematic analysis and narrative analysis supported the development of data narratives while employing content analysis supported the development of the findings. The findings revealed six practical components to help the praxis of critical teaching as well as the growth of cultural competence.

Author

• Stephen D. Hancock, University of North Carolina - Charlotte