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Is it “just” planning? Exploring the integration of social justice education in an elementary language arts methods course thematic unit
Journal for Multicultural Education Pub Date : 2021-03-12 , DOI: 10.1108/jme-07-2020-0071
Karyn A. Allee-Herndon , Annemarie B. Kaczmarczyk , Rebecca Buchanan

Purpose

The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed.

Design/methodology/approach

This study used purposive sampling of two sections of an elementary writing methods course. Students were grouped into Professional Learning Communities (PLCs) to design an integrated thematic English Language Arts (ELA), Social Studies and Social Justice unit. At the conclusion of their project, components of their units were analyzed using the Social Justice Continuum of Teacher Development.

Findings

Overall, the results indicate that candidates were likely to plan for inclusive practices in their instructional units. There was significant attention across units to inclusive materials and content, but there was very little attention to critical or transformative practices in planning. This likely indicates candidates’ awareness about the need for diverse content but tells us little about their ability to critically analyze the power structures themselves that contribute to the need for inclusive practices.

Originality/value

Before classroom teachers can be expected to engage in critical conversations in their own classrooms, the experiences they have within their preparation programs need to be considered. These findings indicate more explicit work must be done to support candidates in their ability to critically analyze hegemonic power structures and to engage their students in learning experiences that move beyond using diverse resources into teaching advocacy strategies to students.



中文翻译:

是“只是”计划吗?初等语言艺术方法课程主题单元融入社会公正教育的探索

目的

本文的目的是检验本科基础教育教师候选人将社会正义教学成功地融入其跨学科 ELA 和社会研究主题单元的能力。对这些项目进行了分析,以确定在多大程度上解决了社会正义教育(如果有的话)。

设计/方法/方法

本研究对基础写作方法课程的两个部分进行了有目的的抽样。学生被分组到专业学习社区 (PLC) 中,以设计一个综合主题英语语言艺术 (ELA)、社会研究和社会正义单元。在他们的项目结束时,他们使用教师发展的社会正义连续统分析了他们单元的组成部分。

发现

总体而言,结果表明考生可能会在其教学单元中规划包容性实践。各部门都非常关注包容性材料和内容,但很少关注规划中的关键或变革性实践。这可能表明候选人意识到需要多样化的内容,但很少告诉我们他们批判性分析有助于包容性实践需求的权力结构本身的能力。

原创性/价值

在期望课堂教师在自己的课堂上进行批判性对话之前,需要考虑他们在准备课程中的经验。这些发现表明,必须做更明确的工作,以支持候选人批判性地分析霸权权力结构的能力,并使学生参与学习体验,而不仅仅是使用各种资源,而是向学生教授倡导策略。

更新日期:2021-03-12
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