Practice What You Teach

Picower, Bree

doi:10.4324/9780203118252

Cited by 86 publications

(50 citation statements)

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“…Despite the constraints they face, practice-based research can provide literacy teachers with a toolset they can use to transform their instruction, themselves, and ultimately their worlds through activism (Picower, 2012; Schmuck, 2006). In alignment with the view of teachers as professionals, and in recognition of the powerful role teachers have in creating more equitable outcomes for students through activism, the purpose of this study is to identify design principles for the inclusion of practice-based research, inquiry, and activism in literacy preservice teacher (PT) education.…”

mentioning

confidence: 99%

Preservice Literacy Teachers “Bringing Hope Back” Through Practice-Based Research

Lammert

2020

Literacy Research: Theory, Method, and Practice

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This descriptive case study explored literacy preservice teachers’ (PTs) learning for the use of practice-based research and the impact of research experiences on their literacy teaching. This project spanned two courses and two contexts: a learning and development course focused on PTs’ stance as inquirers, activists, and practice-based researchers, with work in a field placement classroom, and a reading methods course, focused on literacy teaching through inquiry and activism, with a mediated literacy mentoring experience. The researcher employed framings of communities of practice and transformative activism in analyzing PTs’ identity development as researchers, identifying resources and design features that supported PTs’ learning, and understanding connections between PTs’ stances as inquirers and use of inquiry as literacy curriculum. Findings indicate the ongoing identity development PTs experienced as they used practice-based research to envision and enact transformative possibilities in literacy teaching.

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confidence: 99%

Preservice Literacy Teachers “Bringing Hope Back” Through Practice-Based Research

Lammert

2020

Literacy Research: Theory, Method, and Practice

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“…The historical contexts of ethnic minorities in Hong Kong were presented and students searched for information about what sort of macro-society and micro-family or personal factors affect their lives. The course design aimed at enabling the students to recognise social injustice, and to develop a sense of empathy for oppressed people (Picower, 2012).…”

Section: Social Justice Learningmentioning

confidence: 99%

“…We explored various pedagogies of SJE (e.g. Adams, 2016; Hackman, 2005; Picower, 2012), and believed that social inquiry and experiential learning would be relevant to our aims (Moely et al, 2002). We reviewed SJE research that targeted different types of participants using different methods, including university students (e.g.…”

Section: Introductionmentioning

confidence: 99%

Teaching about and for social justice in teacher education in Hong Kong

Chong

Davies

Pao

2020

Citizenship, Social and Economics Education

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This paper analyses the learning impacts of a social justice learning unit, which was implemented through three lectures in each of two undergraduate teacher education courses in 2017/18 across two semesters. The design of the unit allows for social inquiry and experiential learning in the undergraduate curriculum. A sequential mixed-methods design was adopted, with pre and post questionnaire and interview data gathered from undergraduate students. We argue that learning and applying social justice concepts through group inquiry and other learning activities on social justice related issues, together with an experiential learning site visit, can facilitate the development of understanding of both the concept and application of social justice, a positive perception towards ethnic minorities and a desire for further learning and engagement in the community. This study would be useful for any university educators who want to teach about and for social justice in ways that may help students to develop an increased willingness for community service.

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“…For example, there is a lot of attention focused on social justice education. Picower (2012: 4) argues that social justice educationnecessitates the ability for educators to engage on three levels. The first is for teachers to have a recognition and political analysis of injustice and how it operates to create and maintain oppression on multiple levels.…”

Section: Alternative Educationmentioning

confidence: 99%

“…Similarly, while there are liberal visions of citizenship education, there are also ones that have a much more critical pedagogy slant (Hyslop-Margison and Thayer, 2009). There are also other literatures and practices that tie closely to the approach of critical pedagogy such as “anti-oppressive, anti-racist education as well as queer, woman, and disability studies [and] critical race theory” (Picower, 2012: 4).…”

Section: Alternative Educationmentioning

confidence: 99%

Beyond neoliberalism: Reflections on capitalism and education

Klees

2017

Policy Futures in Education

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Education within capitalism too often reproduces social and economic inequalities. Schools are depicted as failing and teachers are blamed. In this paper, I examine the discourses underlying this situation and the role of foundations in the US and the World Bank in developing countries in maintaining it. I look at the neoliberal remedy of privatization and the fundamental problems with capitalism. In conclusion, I consider alternatives to capitalism and within education.

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Practice What You Teach

Cited by 86 publications

References 0 publications

Preservice Literacy Teachers “Bringing Hope Back” Through Practice-Based Research

Preservice Literacy Teachers “Bringing Hope Back” Through Practice-Based Research

Teaching about and for social justice in teacher education in Hong Kong

Beyond neoliberalism: Reflections on capitalism and education

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