Demos as an explanatory lens in teacher educators' elusive search for social justice

被引：3

作者：

Oikonomidoy, Eleni M. ^{[1
]}

Brock, Cynthia H. ^{[2
]}

Obenchain, Kathryn M. ^{[3
]}

Pennington, Julie L. ^{[1
]}

机构：

[1] Univ Nevada, Reno, NV 89557 USA

[2] Univ South Australia, Adelaide, SA, Australia

[3] Purdue Univ, W Lafayette, IN 47907 USA

来源：

EDUCATION CITIZENSHIP AND SOCIAL JUSTICE | 2013年 / 8卷 / 03期

关键词：

Civic engagement; demos; social justice; teacher educators;

D O I：

10.1177/1746197913475766

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Borrowing insights from the Ancient Greek ideal conceptions of a democratic civic space (demos), this article examines the applicability of this framework to four teacher educators' journey to implement social justice in their programs. It is proposed that the three constitutive dimensions of demos (freedom of speech, equality to vote and hold office, and equality against the law) could provide explanatory lenses to bottom-up collaborative projects in teacher education and beyond, through the illumination of both successes and failures.

引用

页码：231 / 241

页数：11

共 19 条

[1] Interpreting a Community of Practice Perspective in Discipline-Specific Professional Development in Higher Education [J].