Toward parallel practices for social justice-focussed teacher education and the elementary school classroom: learning lessons from Dewey's critique of the division of labor

被引：8

作者：

Regenspan, B ^{[1
]}

机构：

[1] SUNY Binghamton, Sch Educ & Human Dev, Binghamton, NY 13902 USA

来源：

TEACHING AND TEACHER EDUCATION | 2002年 / 18卷 / 05期

关键词：

self-study; preservice teachers; elementary school curriculum; social justice focus;

D O I：

10.1016/S0742-051X(02)00017-3

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The author observes that resistance to the division of labor into "cultured people" and "workers" can create a standpoint from which to generate not only an appropriately active and activist elementary school curriculum, but also a rationale for schooling. She contextualizes this observation in a self-study of two pedagogical strategies that highlight her conception of "parallel practices", that is, lessons for her teacher education students that have clear implications for the curriculum of their future classrooms. (C) 2002 Elsevier Science Ltd. All rights reserved.

引用

页码：577 / 591

页数：15

共 20 条

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