Why Do Teachers Graduate With Limited Critical Consciousness? In Their Own Words, Too Many Assignments, Too Little Time

• In Event: 51.078 - MTCC Roundtable Session 21
  In Roundtable Session: 51.078-10 - Cultivating Critically and Culturally Competence Curriculum for Preservice and In-Service Teachers

Abstract

Grounded theory was used to explore how critical pedagogy, as practiced by a small group of Faculty of Education Professors, influenced the development of a critical consciousness among preservice teachers. The emerging grounded theory explains that facilitating critical consciousness among preservice teachers is a complex process that is mediated by pedagogical and institutional mechanisms. The institutional mechanism of compressed time was repeatedly reported as negatively contributing to the development of critical consciousness. This session will explore the theme, "Too Many Tasks, Too Little Time" and illustrate how a neoliberal positioning of time discipline and efficient means of knowledge production hinders the facilitation of critical consciousness among preservice teachers.

Author

• Barb Anne Pollard, University of Windsor