Fostering understanding of institutional oppression among US pre-service teachers

被引：12

作者：

Hyland, Nora E. ^{[1
]}

Heuschkel, Kim ^{[1
]}

机构：

[1] Rutgers State Univ, Grad Sch Educ, Dept Learning & Teaching, New Brunswick, NJ 08901 USA

来源：

TEACHING AND TEACHER EDUCATION | 2010年 / 26卷 / 04期

关键词：

Social justice; Teacher education; Diversity; Marginalization; Oppression; SOCIAL-JUSTICE; URBAN SCHOOL; EDUCATION;

D O I：

10.1016/j.tate.2009.10.019

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper describes the use of an institutional inquiry assignment for pre-service teachers at a large state university in the US to foster critical understanding of institutional oppression. Written inquiry assignments, web-based journal entries, and class discussions with one hundred and six pre-service teacher candidates enrolled in a cultural diversity course are analyzed using interpretive qualitative methods to examine the useful aspects as well as the limitations of this assignment for helping to engage in teaching for social justice. (C) 2009 Elsevier Ltd. All rights reserved.

引用

页码：821 / 829

页数：9

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