Theatre and Critical Consciousness in Teacher Education

Dillon, David

doi:10.36510/learnland.v2i1.283

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…According to Dillon (2008), if people are not sufficiently empowered with critical consciousness, they will not be able to transform the oppressive and limiting conditions of their lives, since they are still restricted by the ways in which they see and perceive their circumstances and their lives. Hence, teachers’ efforts through critical consciousness are aimed at transforming education and society and creating a society based on social justice and equity.…”

Section: Resultsmentioning

confidence: 99%

Proletarianization of English Language Teaching: Iranian EFL teachers and their alternative role as transformative intellectuals

Safari

2016

Policy Futures in Education

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In the field of English Language Teaching (ELT), attention has been shifted toward the alternative role of teachers as transformative intellectuals whereby transformation in teaching occurs from control and technical operations to criticism and intellectual reflection. This role enables teachers to focus on marginalized students’ lived experiences and worlds to transform them into active and critical citizens who are emancipated to develop their voices and question the status quo. Through critically examining the learning milieu that maintains injustice and inequality, students struggle to connect it to sociopolitical conditions in wider society, and eventually transform it to meet the desired ideologies and thinking. This paper attempts to scrutinize teachers’ role as transformative intellectuals and their challenges through the transformation process. Thus, the researcher used purposive sampling to select 26 teachers in four private language institutes of Tehran, Shiraz, and Yazd, Iran to adopt the role of transformative intellectuals based on theoretical principles and concepts of critical pedagogy. Semi-structured interview and an online focus group were used to collect data. Data analysis disclosed transformations and benefits as well as the challenges resulting from teachers becoming transformative intellectuals. The fruitful findings of this study are insightful, since this study is an example to show how language teachers can create transformation in the EFL context, change their fossilized role, and empower oppressed students within the institutionalized and oppressive system of schooling.

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Section: Resultsmentioning

confidence: 99%

Proletarianization of English Language Teaching: Iranian EFL teachers and their alternative role as transformative intellectuals

Safari

2016

Policy Futures in Education

View full text Add to dashboard Cite

show abstract

Awakening Teachers’ Capacities for Social Justice With/In Arts-Based Inquiries

Kraehe

Brown

2011

Equity & Excellence in Education

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Social justice-oriented teacher education can guide preservice teachers toward greater critical sociocultural knowledge, analytic skills, social responsibility, and commitment to act in the interest of providing all students with high quality educational experiences. This qualitative case study examines how arts-based inquiries in social justice-oriented teacher education can provide the necessary generative spaces for developing preservice teachers' critical sociocultural knowledge. Data were drawn from student interviews and reflective papers across four sections of a course employing collaborative, arts-based inquiry. Findings highlight the cumulative knowledge, pleasure, anxiety, confrontation with material and symbolic bodies, and self-transformations that can develop from art practices and help to awaken preservice teachers' critical consciousness for teaching for social justice.

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Theatre and Critical Consciousness in Teacher Education

Cited by 2 publications

References 5 publications

Proletarianization of English Language Teaching: Iranian EFL teachers and their alternative role as transformative intellectuals

Proletarianization of English Language Teaching: Iranian EFL teachers and their alternative role as transformative intellectuals

Awakening Teachers’ Capacities for Social Justice With/In Arts-Based Inquiries

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