Comfortably Numb? Rethinking Social Studies for Social Justice

White, Cameron S.; Talbert, Tony L.

doi:10.4324/9781410611901-4

Cited by 3 publications

(3 citation statements)

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“…Anna provided some insight into this problematic by self-identifying as "comfortably numb." In a larger context, "comfortably numb" is a popular culture term that White and Talbert (2005) borrowed to pose a question if socialization, indoctrination and passivity are the primary goals of our educational institutions (p. 57). The authors viewed a social studies education as part of the problem, in its inability to help develop individuals capable of making progress for the betterment of humanity.…”

Section: Constrained Agencymentioning

confidence: 99%

“…Neither practice creates a climate that fosters learning, but posing difficult questions and addressing controversies. White and Talbert (2005) posited that the absence of controversy in school is taking away the depth, passion, and intrinsic motivation (p. 62). By letting others to make key decisions about teaching, teaching practitioners also resign to other, more vollatile about their work and influence, which prevents creating grounds on which it would be possible to enact developing agency 15 .…”

Section: Constrained Agencymentioning

confidence: 99%

“…Functional isolation of teacher participants' schools and time-constrained daily practices prevented these teachers from envisioning possible forms of collaboration in teaching for social justice to diverse groups of students. White and Talbert (2005) Caring is thus the pinnacle of the Unity Triangle, according to White and Talbert. Most importantly, "caring is never passive" (p. 67), as it is intended to lead toward transformation.…”

Section: The Importance Of Teacher Expertise and Teaching For Social mentioning

confidence: 99%

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Re-conceptualizing teacher expertise

Samoukovic¹

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Bills and Gregory Hamot, for their continuous support of my research. I would especially like to thank Professor Hamot for his patience, support, and immense knowledge in guiding me through the final stages of writing this dissertation. I would also like to thank the rest of my dissertation committee, Professor Marcus Haack, Renita Schmidt, and Donald Yarbrough, for their insightful comments and encouragement. I would like to thank Professor Schmidt for her guidance and critique throughout the data collection and analysis process. My sincere thanks also goes to the teacher participants who provided their invaluable insights about the rewards and challenges of teaching. Without their commitment, it would not be possible to conduct this study. I thank my fellow teaching assistants for the stimulating discussions, camaraderie, and for all the fun we have had as graduate students. Also, I thank my family and friends for their emotional and moral support, which funneled my optimism and hope through the sometimes challenging times of navigating the demands of graduate school, work, and family.

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Section: Constrained Agencymentioning

confidence: 99%

Section: Constrained Agencymentioning

confidence: 99%

Section: The Importance Of Teacher Expertise and Teaching For Social mentioning

confidence: 99%

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