Regulation, Resistance, and Sacred Places in Teacher Education

Greenwood, David A.; Agriss, Sean W.; Miller, Darcy

doi:10.1007/978-1-4020-9588-7_11

Cited by 3 publications

(8 citation statements)

References 3 publications

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“…All of these, however, require that teachers have the spiritual, emotional, and mental energy to do so, as opposed to the intentional overextending of teachers through large class sizes, before and after school duty, and multiple subjects and grade levels in a single day with little planning time. Greenwood et al (2009) call for deinstitutionalizing teacher education within individual courses through several avenues: supplementing critical pedagogy with place-based education, encouraging risk-taking, and replacing the traditional teacher-driven grading process with self and peer evaluations. Using place-based education in tandem with critical pedagogy, Greenwood et al (2009) aim to redefine learning as extending beyond the classroom.…”

Section: Institutional Approachmentioning

confidence: 99%

“…Greenwood et al (2009) call for deinstitutionalizing teacher education within individual courses through several avenues: supplementing critical pedagogy with place-based education, encouraging risk-taking, and replacing the traditional teacher-driven grading process with self and peer evaluations. Using place-based education in tandem with critical pedagogy, Greenwood et al (2009) aim to redefine learning as extending beyond the classroom.…”

Section: Institutional Approachmentioning

confidence: 99%

“…Scholars in the field of critical pedagogy writing about teacher education indict schools and programs of teacher education—steeped in neoliberal mandates and values—for buttressing inherently dehumanizing school practices, such as standardization, tracking, labeling, surveillance, and behavior management (Freire, 1998; Groenke and Hatch, 2009; Raible and Irizarry, 2017). Groenke and Hatch (2009) argue that neoliberalism has almost completely strangled critical possibilities in teacher education, and what remains are “small openings” through which those within teacher education can teach critically.…”

Section: Concerns Of Critical Pedagogy In Teacher Educationmentioning

confidence: 99%

“…Lost are the aims of education around citizenship, personal fulfillment, and democracy (Giroux, 2009). This wider economic net has created a regulatory culture in colleges of teacher education that increasingly rely on teaching assistants to constrain the possibilities for critical resistance by faculty (Greenwood et al., 2009).…”

Section: Concerns Of Critical Pedagogy In Teacher Educationmentioning

confidence: 99%

“…Many within teacher education have accommodated, and subsequently neutered critical pedagogy, or provided reasons why it cannot work in reality (ignoring Freire’s use of it with countless people in numerous countries) (Ellsworth, 1988; Neumann, 2013). Some within critical pedagogy have theorized minor opportunities for critical pedagogy in teacher education (Groenke and Hatch, 2009). Utopian visions of critical pedagogy to reverse the trend of positivism in teacher education vary to the degree teacher education is envisioned as a space for revolutionary praxis.…”

Section: Concerns Of Critical Pedagogy In Teacher Educationmentioning

confidence: 99%

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Critical possibilities for teacher education

Kitts

2020

Research in Education

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This article reviews the limitations of critical pedagogy in programs of teacher education, as well as several approaches of critical pedagogy, and the author, to surpass these limitations. I ask: How can teacher education manifest as a radical force in the transformation of society and cultural relations in schools for the purpose of advancing social justice, the humanization of students, and the relevancy of education curriculum? Furthermore, how can teacher education do more to challenge the status quo of an uncritical, power-obsessed teaching force which reproduces relations of domination and subordination in school? Using historical as well as current research on the political developments influencing the role of critical pedagogy in programs of teacher education, I assert that although neoliberal mandates have restricted the prominence of this approach, teacher educators, teacher education program directors and administrators can exercise agency to promote critical pedagogical concepts for the humanization of student-teachers. I offer as an example the outline of a course designed to address these goals. Although the field of teacher education subsists in a neoliberal political climate, and remains beholden to uncritical funding sources, critical pedagogy, as an alternative paradigm, offers concrete steps programs and professors of teacher education can potentially take to act as critically transformative agents in education.

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Section: Institutional Approachmentioning

confidence: 99%

Section: Institutional Approachmentioning

confidence: 99%

Section: Concerns Of Critical Pedagogy In Teacher Educationmentioning

confidence: 99%

Section: Concerns Of Critical Pedagogy In Teacher Educationmentioning

confidence: 99%

Section: Concerns Of Critical Pedagogy In Teacher Educationmentioning

confidence: 99%

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Critical possibilities for teacher education

Kitts

2020

Research in Education

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Reimagining Urban Heritage: Counter-Mapping as a Disruptive Tool in the Transformation of Sustainable and Touristic Cities

Soler,

Rosser Limiñana

2024

Preprint

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This study assessed the impact of counter-mapping on university students' perception and knowledge of their cities, focusing on cultural diversity, urban dynamics, and social challenges. Using a quasi-experimental design with pretests and posttests in the province of Alicante, Spain, changes in the understanding of urban geography, everyday life, and cultural diversity were analyzed among 54 Geography Didactics students. Likert scale surveys and open-ended questions were employed, complemented by statistical and qualitative analyses, to measure knowledge and perceptions before and after the counter-mapping project. The results indicate that although quantitative correlations did not show statistically significant significance, qualitative analysis revealed significant and profound learning. Participants uncovered the hidden layers of their urban environments and gained a better understanding of the complexities and challenges of their cities. The project promoted the development of critical skills such as analytical thinking, active research, and effective communication, proving to be a valuable pedagogical tool that surpasses the limitations of traditional teaching methods and encourages active and committed citizenship. This inclusive and multidimensional approach enriches the diversity of experiences and knowledge, significantly contributing to the teaching of urban subjects, community engagement, and social responsibility, laying the groundwork for proper tourist, cultural, social, or urban planning of city spaces.

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Counter-Mapping in Geographic Education: A Novel Approach to Understanding Urban and Cultural Dynamics in Cities

Soler,

Rosser

2024

Heritage

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This study assessed the impact of counter-mapping on university students’ perception and knowledge of their cities, focusing on cultural diversity, urban dynamics, and social challenges. Using a quasi-experimental design with pretests and posttests in the province of Alicante, Spain, changes in the understanding of urban geography, everyday life, and cultural diversity were analyzed among 54 Geography Didactics students. Likert scale surveys and open-ended questions were employed, complemented by statistical and qualitative analyses, to measure knowledge and perceptions before and after the counter-mapping project. The results indicate that although quantitative correlations did not show statistically significant significance, qualitative analysis revealed significant and profound learning. Participants uncovered the hidden layers of their urban environments and gained a better understanding of the complexities and challenges of their cities. The project promoted the development of critical skills such as analytical thinking, active research, and effective communication, proving to be a valuable pedagogical tool that surpasses the limitations of traditional teaching methods and encourages active and committed citizenship. This inclusive and multidimensional approach enriches the diversity of experiences and knowledge, significantly contributing to the teaching of urban subjects, community engagement, and social responsibility and laying the groundwork for the proper tourist, cultural, social, or urban planning of city spaces.

show abstract

Regulation, Resistance, and Sacred Places in Teacher Education

Cited by 3 publications

References 3 publications

Critical possibilities for teacher education

Critical possibilities for teacher education

Reimagining Urban Heritage: Counter-Mapping as a Disruptive Tool in the Transformation of Sustainable and Touristic Cities

Counter-Mapping in Geographic Education: A Novel Approach to Understanding Urban and Cultural Dynamics in Cities

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