東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Navigating actions and social justic...

Crawford, Jenifer.

FindBook

Google Book

Amazon

博客來

Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools./
作者:	Crawford, Jenifer.
面頁冊數:	219 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3324.
Contained By:	Dissertation Abstracts International70-09A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3374875
ISBN:	9781109355031

Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools.
Crawford, Jenifer.

Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools. - 219 p.

Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3324.

Thesis (Ph.D.)--University of California, Los Angeles, 2009.

This study highlights a dimension of social justice teaching that experience tells us is very important but that is understudied: how people act on their values in complex institutions like schools through strategic actions. Using interpretive and portraiture methods to carry out a case study of three teachers in underserved public schools in California, this work focuses squarely on (a) achieving a better understanding of what effective social justice educators do day by day in their institutional lives to forward educational justice goals and (b) developing a conceptual framework that will help us better prepare such teachers for their institutional roles as brokers of racial and economic justice. Through a critical micro sociological lens the dissertation develops a framework for the way people work powerfully in schools that is shaped by the concept of navigating actions that are generally structured in the following ways: tensions, goals, contexts, topics, general strategies, actions, and resolution. The navigating action grammar can be a powerful compass to orient teachers in ways to connect the myriad of theories about justice in education (social justice education, critical pedagogy, popular and libratory education theories, etc.) to daily concrete actions in schools.

ISBN: 9781109355031Subjects--Topical Terms:

783747
Education, Teacher Training.

Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools.
LDR:02380nam 2200313 4500 001 1404153
005 20111121111307.5
008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9781109355031
035 $a (UMI)AAI3374875
035 $a AAI3374875
040 $a UMI $c UMI
100 1 $a Crawford, Jenifer. $3 1683459
245 1 0 $a Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools.
300 $a 219 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3324.
500 $a Advisers: Megan Franke; Peter McLaren.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2009.
520 $a This study highlights a dimension of social justice teaching that experience tells us is very important but that is understudied: how people act on their values in complex institutions like schools through strategic actions. Using interpretive and portraiture methods to carry out a case study of three teachers in underserved public schools in California, this work focuses squarely on (a) achieving a better understanding of what effective social justice educators do day by day in their institutional lives to forward educational justice goals and (b) developing a conceptual framework that will help us better prepare such teachers for their institutional roles as brokers of racial and economic justice. Through a critical micro sociological lens the dissertation develops a framework for the way people work powerfully in schools that is shaped by the concept of navigating actions that are generally structured in the following ways: tensions, goals, contexts, topics, general strategies, actions, and resolution. The navigating action grammar can be a powerful compass to orient teachers in ways to connect the myriad of theories about justice in education (social justice education, critical pedagogy, popular and libratory education theories, etc.) to daily concrete actions in schools.
590 $a School code: 0031.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
690 $a 0530
690 $a 0534
690 $a 0727
690 $a 0998
710 2 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 70-09A.
790 1 0 $a Franke, Megan, $e advisor
790 1 0 $a McLaren, Peter, $e advisor
790 $a 0031
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3374875