NDLI: Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development

Content Provider	Springer Nature Link
Author	Zion, Shelley Allen, Carrie D. Jean, Christina
Copyright Year	2015
Abstract	Historically marginalized students continue to experience opportunity gaps in our schools and inequities in their communities. To change these contexts, we want students to develop the skills, mindsets, and ability to act against oppression. In order for that to occur, educators must have support and opportunities to learn and practice acting as agents of change against oppression in the educational system. This challenge is particularly salient given that a majority of teachers are White and middle class, and thus have different backgrounds from the youth they seek to support. This exploratory study examined whether and how educators who participated in a project called critical civic inquiry (CCI) experienced sociopolitical development. Data including video observations, written assignments, online discussion boards, and individual interviews. The paper focuses on the experiences of five White educators in urban middle schools who participated in a yearlong CCI course, which was designed to support them in implementing critical pedagogy, student voice, sociopolitical development, and participatory action research in their classrooms. In this paper, we discuss how enacting a critical pedagogy as a participant in CCI may have impacted the sociopolitical development of teachers.
Starting Page	914
Ending Page	933
Page Count	20
File Format	PDF
ISSN	00420972
Journal	The Urban Review
Volume Number	47
Issue Number	5
e-ISSN	15731960
Language	English
Publisher	Springer Netherlands
Publisher Date	2015-08-25
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Sociopolitical development Critical pedagogy Teacher education Education Community and Environmental Psychology Sociology
Content Type	Text
Resource Type	Article
Subject	Sociology and Political Science Urban Studies Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Two Sides of the Same Coin: Preservice Teachers’ Dispositions Towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs

Sociopolitical Development in Educational Systems: From Margins to Center

Revisiting the Collective in Critical Consciousness: Diverse Sociopolitical Wisdoms and Ontological Healing in Sociopolitical Development

Thinking Ourselves to Liberation?: Advancing Sociopolitical Action in Critical Consciousness

Breakin’ Down Whiteness in Antiracist Teaching: Introducing Critical Whiteness Pedagogy

Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers

Culturally Relevant Pedagogy in a Diverse Urban Classroom

Advances in the Conceptualization and Measurement of Critical Consciousness

Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development

Similar Documents

Two Sides of the Same Coin: Preservice Teachers’ Dispositions Towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs

Sociopolitical Development in Educational Systems: From Margins to Center

Revisiting the Collective in Critical Consciousness: Diverse Sociopolitical Wisdoms and Ontological Healing in Sociopolitical Development

Thinking Ourselves to Liberation?: Advancing Sociopolitical Action in Critical Consciousness

Breakin’ Down Whiteness in Antiracist Teaching: Introducing Critical Whiteness Pedagogy

Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers

Culturally Relevant Pedagogy in a Diverse Urban Classroom

Advances in the Conceptualization and Measurement of Critical Consciousness

Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development