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Reimagining Teachers as Critical Mediators and Theorists of Learning Within Complex Political and Ethical Ecologies
Sun, April 24, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), SIG Virtual Rooms, SIG-Cultural-Historical Research Virtual Paper Session RoomSession Type: Symposium
Abstract
This symposium makes visible what learning theories that account for the political and ethical dimensions of learning could offer teacher education within the context of an ongoing global pandemic and uprisings for racial justice. Papers meld critical theories of human learning and development with methodological, pedagogical, and axiological innovations to reimagine teacher learning toward just social futures. Reimagining teachers as critical mediators and theorists of learning, we examine: (1) how teachers learn to see and study learning with increasing complexity through guided reflections on their ethical and political responsibilities as designers of learning environments for children and (2) how new visions and enactments of teacher learning can rearticulate a sociopolitical and epistemological lens that challenges mainstream teacher education.
Sub Unit
Chair
Papers
Co-Designing Teacher Learning Ecologies Toward the Development of New Pedagogical Imaginations - Arturo Cortez, University of Colorado - Boulder
Storywork and Collectivizing Teacher Education Toward Family Futures in Thailand - Meixi *, University of Minnesota
Place-Based Raciolinguistics: An Analytic Tool for Examining the Daily Political Work of Justice-Oriented Teachers of Color - Josephine Pham, University of California - Santa Cruz
Supporting Beginning Teachers to Reimagine Mathematics Classrooms Through Engaging With Mathematics as Learners - Mallika Scott, California State University - Fullerton
Collaborative Research and Joint Activity Within Making Settings as an Expansive Context for Teacher Learning - Shirin Vossoughi, Northwestern University; Arturo Alonso Munoz, Northwestern University; Paula K. Hooper, Northwestern University
Designing for Epistemic Heterogeneity and Communal Autonomy: Toward the Political and Ethical in Teacher Learning - Arturo Cortez, University of Colorado - Boulder; Natalie R. Davis, University of Michigan; Paula K. Hooper, Northwestern University