Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice

Flores, Maria Timmons

doi:10.1525/aeq.2007.38.4.380

Cited by 53 publications

(32 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The call of collaborative communities of practice that support teachers' situated learning in creating transformative practices (Flores, ) is supported by students' participation in the See Blue STEM Camp. Students who participate in STEM camp are able to learn more about the STEM fields by communicating with their peers about the days' activities than they would in a traditional classroom setting.…”

Section: Theoretical Perspectivementioning

confidence: 99%

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Mohr-Schroeder

Jackson

Miller

et al. 2014

School Sci & Mathematics

156

132

View full text Add to dashboard Cite

It is a well-known fact that, in general, many students have a lack of interest and proficiency in mathematics and science. Therefore, it is imperative that we prepare and inspire all students, specifically students of underrepresented populations, to learn science, technology, engineering, and mathematics (STEM) content. Now in its fourth year, See Blue STEM Camp was created in order to expose middle-level students to a variety of STEM fields and STEM professionals through hands-on project-based learning experiences in order to increase their interest in STEM. This paper describes the structure and the activities of the camp. In this innovative project, we utilized an embedded mixed methods study design to investigate the extent middle level students' attitudes, perceptions, and interest in and toward STEM fields and careers changed after participating in an informal learning environment of a five-day day camp held on the campus of a major university in the mid-south. The results revealed an increase in their motivation and interest in STEM fields; in fact, there was 3% increase from pre to post in interest in STEM careers. The data also revealed that a majority of the participating middle school students found the STEM content sessions "fun" and engaging, specifically citing the hands-on experiences they received.

show abstract

Section: Theoretical Perspectivementioning

confidence: 99%

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Mohr-Schroeder

Jackson

Miller

et al. 2014

School Sci & Mathematics

156

132

View full text Add to dashboard Cite

show abstract

“…(p. 564) In the time since the data were collected, both teachers report more pressure to teach standardized curriculum. Flores (2007) explains that teachers who teach in Title I schools, have more pressure to teach an institutionalized curriculum rather than develop curriculum that responds to the diverse students in their classes.…”

Section: Discussionmentioning

confidence: 99%

Drawing on Dynamic Local Knowledge Through Student-Generated Photography

Coles-Ritchie

Monson²,

Moses³

2015

Equity & Excellence in Education

View full text Add to dashboard Cite

In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students' dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors' findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students' lived experiences.I asked Eric 1 if he would like to take a camera on a trip to see family in the Navajo Nation in Arizona the next weekend. His eyes lit up, and he excitedly replied, "Yeah, I can take a picture of a mesa, and the mound that all the kids play on!" For the remainder of center time he worked diligently on his task. (Bayley, classroom teacher, urban Title I school) Eric struggled in class all year. He often disrupted other students, had difficulty staying on task, and was often absent from school. His teacher knew she needed to do more to connect with him and to understand his family situation better. She did not meet his parents until she began the photography project. She asked them if Eric could take some pictures of their family home and surrounding area in the Navajo Nation. After that, the doors opened a bit wider, allowing more communication with the parents and a greater desire from Eric to participate in school.This article explores how two teachers from two vastly different, Title I schools used studentgenerated photographs to better understand their students' local knowledge and to enhance the curriculum and ultimate learning of all their students through practicing culturally relevant

show abstract

“…Conflicts between teachers' ideals and the challenges of living them in practice may create a productive tension that could lead to collaboration with colleagues or experimentation with new methods or materials. However, researchers have shown that such conflicts may also lead to frustration and feelings of failure (Agarwal et al., ; Flores, ).…”

Section: Preserving Personal Integrity and The Integrity Of Teachingmentioning

confidence: 99%

“I Was Becoming Increasingly Uneasy About the Profession and What Was Being Asked of Me”: Preserving Integrity in Teaching

Santoro

2013

Curriculum Inquiry

View full text Add to dashboard Cite

This article offers a model of the relationship between three dimensions of integrity in teaching: personal integrity, professional integrity, and the integrity of teaching and illustrates the model through interview excerpts from 13 experienced former teachers. I argue that experienced teachers' decisions to leave work they love can be understood not only as attempts to preserve their personal integrity, but also to preserve the integrity of teaching by withdrawing their corroded professional integrity. Only by looking at all three dimensions of integrity can the actions of teaching's conscientious objectors be viewed as moral commentary on a moral enterprise rather than the private and personal laments of disgruntled individuals. When the role of teacher serves as a significant source of moral identity, protecting the integrity of teaching is deeply connected to protecting one's personal integrity. Diminishment in what counts as teaching results in a diminishment of the self. Rather than viewing teachers who leave for matters of conscience as lacking sufficient commitment or ceasing to care about their work, this analysis views their choices as reflecting deep investment in preserving the practice of teaching.. . . a moral judgment upon an act is also a judgment upon the character or selfhood of the one doing the act.-John Dewey (Dewey & Tufts, 1932, p. 287) The integrity of a practice causally requires the exercise of the virtues by at least some of the individuals who embody it in their activities; and conversely the corruption of institutions is always in part at least an effect of the vices.-Alasdair MacIntyre (1984, p. 194) . . . guilt, shame, anxiety, embarrassment-the emotions of self-assessment-and sometimes fear, sorrow, and even pain. These are moral emotions and they occur also in association with the conscience of craft.-Thomas Green (1999, p. 76) bs_bs_banner

show abstract

Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice

Cited by 53 publications

References 11 publications

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Drawing on Dynamic Local Knowledge Through Student-Generated Photography

“I Was Becoming Increasingly Uneasy About the Profession and What Was Being Asked of Me”: Preserving Integrity in Teaching

Contact Info

Product

Resources

About