颠覆逃避教学法

IF 1.5 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
K. Viesca, Tricia Gray
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引用次数: 1

摘要

随着我们对学校的研究和对自身教学的反思,我们逐渐认识到,谎言和我们的不诚实渗透在我们的许多文化脚本中(Gutierrez等人,1995)和教师实践中。正是在这些文化脚本和实践中,不平等得以延续,人性化的学习得以回避。因此,我们所说的逃避教学法,是维持现状的有力工具,是维持压迫性项目的有力工具,如白人至上主义、异性恋规范、性别二元、父权制、残疾主义、阶级主义和语言主义。在这篇文章中,我们研究了逃避教学法的概念,它在实践中是一个强大的谎言,需要在跨年级和跨环境的教学和学习中被打破。然后,我们利用几十年的研究来说明现有的学术如何通过关注人性化来提供有意义的机会来破坏逃避教学法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Disrupting Evasion Pedagogies
ABSTRACT As we have researched in schools and reflected on our own teaching, we have come to recognize the lie and our untruthfulness that permeates many of our cultural scripts (Gutierrez et al., 1995) and practices as teachers. It is within these cultural scripts and practices that inequity is perpetuated and humanizing learning evaded. Thus, what we term evasion pedagogies, serve to sustain the status quo and are powerful tools to maintain oppressive projects like white supremacy, heteronormativity, gender binaries, patriarchy, ableism, classism, and linguicism. In this piece, we examine the notion of evasion pedagogies as a powerful lie in practice that needs to be disrupted in teaching and learning across grade levels and contexts. Then, we draw on decades of research to illustrate how existing scholarship offers meaningful opportunities to disrupt evasion pedagogies by focusing on humanization.
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来源期刊
CiteScore
5.70
自引率
5.90%
发文量
63
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