“Mirrors and windows:” a case study of educators’ culturally responsive teaching aspirations and syllabi transformation in the arts

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tajma Cameron , Valdijah Ambrose Brown , Jen Katz-Buonincontro , Ross C. Anderson , Allan Edmunds , Jessica Land , Mari Livie
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引用次数: 0

Abstract

This qualitative case study explored educators’ aspirations to transform arts pedagogy into a culturally sustaining praxis. Twenty-four educators engaged in a 20-h online training, including engaging with prints in the Artura.org print collection, reading culturally sustaining scholarship, dialoguing, and decolonizing lesson plans. Twenty educators participated in dyadic interviews, revealing a deeper understanding of cultural identities and pedagogical changes to shape positive cultural identities for students. Findings highlight how art contributes to social justice teaching goals emphasizing intentional educator self-reflection to anticipate challenges and avoid cultural exploitation. Recommendations include utilizing online art databases with diverse artists in teacher professional development.

"镜与窗":关于教育工作者对艺术领域文化响应性教学愿望和教学大纲改革的案例研究
这项定性案例研究探讨了教育工作者将艺术教学法转变为文化可持续实践的愿望。二十四名教育工作者参加了为期 20 小时的在线培训,包括接触印刷品收藏、阅读具有文化可持续性的学术著作、对话和非殖民化教案。20 名教育工作者参加了双向访谈,对文化身份和教学改革有了更深入的了解,从而为学生塑造了积极的文化身份。研究结果突出了艺术如何促进社会正义教学目标,强调教育者有意进行自我反思,以预测挑战和避免文化剥削。建议包括在教师专业发展中利用具有不同艺术家的在线艺术数据库。
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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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