“We Are the Future”: Critical Inquiry and Social Action in the Classroom

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hiller A. Spires, Marie Himes, C. Lee, Andrea Gambino
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引用次数: 3

Abstract

This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students’ posts and uploads in a shared writing space, and students’ multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students’ engagement in critical inquiry and social action ignite the emergence of Freire’s notion of critical consciousness.
“我们是未来”:课堂上的批判性探究和社会行动
本研究探讨透过专案型探究(Project-Based inquiry, PBI) Global参与批判性探究如何促进高中生的社会行动。借鉴批判性调查和社会行动的理论观点,并采用集体案例研究方法,我们关注了参加PBI全球考察全球水和卫生设施的18个团队中的两个团队中的6名不同的学生。数据来源包括半结构化的学生访谈,学生在共享写作空间中的帖子和上传,以及学生的多模式学习产品。跨数据源的分析产生了三个主题:协同协作、批判性分析和多模式文本的创建,以及理解全球和地方的相互依存关系以采取社会行动。讨论阐明了学生在批判性探究和社会行动中的参与如何点燃了弗莱雷批判性意识概念的出现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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