Communities of practice and the elevation of urban elementary teacher discourse about critical pedagogy of place

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Gail Richmond, Roberta Hunter, Tali Tal, Grace Tukurah
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引用次数: 0

Abstract

Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging frameworks of communities of practice (CoP) and critical pedagogy of place (CPP), this critical ethnographic study investigates how urban elementary teachers engage in discourse about critical issues of place. Additionally, the investigation seeks to understand how a CoP supports such discourse. The primary data for this study were multiple sets of researcher field notes collected from participant teachers during virtual spring and in-person summer PD. Over the course of the PD, participants shifted from viewing their outdoor teaching spaces with a deficit perspective to an asset-focused one. As they visited one another’s teaching sites, the CoP the teachers were a part of created opportunity for discourse about social justice linked to issues of place within their particular school neighborhoods. The ability of urban elementary teachers to connect social justice to issues of place and to the teaching of science has implications for countering the injustice that characterizes many urban communities in the USA and elsewhere.

实践社区和提升城市小学教师关于地方批判教学法的话语权
生活在资源匮乏社区和就读于资源匮乏学校的儿童理应获得高质量的教师和教育机会,以支持他们的成功和幸福。本研究源于为在此类学校工作的城市教师开展的专业发展(PD)活动,旨在通过户外科学教学为小学生提供更多教育机会。在实践社区(CoP)和地方批判教学法(CPP)的框架下,这项批判性人种学研究调查了城市小学教师如何参与有关地方批判性问题的讨论。此外,本研究还试图了解实践社群如何支持此类讨论。本研究的主要数据是研究人员在春季虚拟培训和夏季面对面培训期间从参与教师那里收集的多组实地笔记。在培训过程中,学员们从以赤字视角看待户外教学空间转变为以资产视角看待户外教学空间。当他们参观彼此的教学点时,教师们所参与的合作项目为他们创造了机会,讨论与他们特定学校社区内的地方问题相关的社会公正问题。城市小学教师将社会公正与地方问题和科学教学联系起来的能力,对于消除美国和其他地方许多城市社区的不公正现象具有重要意义。
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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