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Ideological change in teacher's unde...

Philip, Thomas Marukara.

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Ideological change in teacher's understanding of race and racial justice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Ideological change in teacher's understanding of race and racial justice./
作者:	Philip, Thomas Marukara.
面頁冊數:	166 p.
附註:	Adviser: Andrea A. diSessa.
Contained By:	Dissertation Abstracts International68-08A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3275559
ISBN:	9780549169994

Ideological change in teacher's understanding of race and racial justice.
Philip, Thomas Marukara.

Ideological change in teacher's understanding of race and racial justice. - 166 p.

Adviser: Andrea A. diSessa.

Thesis (Ph.D.)--University of California, Berkeley, 2007.

Based on an in-depth analysis of three teachers, this study develops a theoretical framework that elucidates: (1) Teachers' reasoning about equity, justice, race and the purpose of their work within their historical, political, social and economic contexts, and (2) The cognitive processes by which their reasoning changes from one ideological position to another. The empirical analysis and theoretical framework are used to critique prevalent approaches in teacher education that address issues of equity, justice and race, and, research methodologies used to study them. An undercurrent throughout this dissertation is the argument for the critical examination of thinking and learning about equity and justice, and for theoretically-informed practice by teacher educators that coevolves with such examination. This study, therefore, also proposes theoretical, pedagogical and methodological directions for teacher education.

ISBN: 9780549169994Subjects--Topical Terms:

626654
Education, Sociology of.

Ideological change in teacher's understanding of race and racial justice.
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245 1 0 $a Ideological change in teacher's understanding of race and racial justice.
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500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3352.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2007.
520 $a Based on an in-depth analysis of three teachers, this study develops a theoretical framework that elucidates: (1) Teachers' reasoning about equity, justice, race and the purpose of their work within their historical, political, social and economic contexts, and (2) The cognitive processes by which their reasoning changes from one ideological position to another. The empirical analysis and theoretical framework are used to critique prevalent approaches in teacher education that address issues of equity, justice and race, and, research methodologies used to study them. An undercurrent throughout this dissertation is the argument for the critical examination of thinking and learning about equity and justice, and for theoretically-informed practice by teacher educators that coevolves with such examination. This study, therefore, also proposes theoretical, pedagogical and methodological directions for teacher education.
520 $a This study is motivated by the need for a larger theoretical framework to understand teachers' reasoning about issues of equity, justice and race. As teacher educators have argued, within given systemic constraints, successful urban teaching is dependent on a confluence of interpretations, ideology and practices (Cochran-Smith, 1997, p. 30). This study highlights the critical importance of contextualized knowledge in the acquisition of principles of equity and justice and their usage across contexts. Methodologically, this study also argues for the use of open-ended contexts in the collection of data and the use of fine-grained lenses in the analysis of such data.
520 $a The theoretical framework and empirical analyses in this study draw from a line of conceptual change research (diSessa, 1993) primarily developed in the context of physics and probability. This study places the above body of work in close dialogue with theoretical frameworks of ideology, such as Stuart Hall's (1982, 1996), and methodological insights on studying racism in the post-civil rights era (Bonilla-Silva, 2001, 2003). It thus contextualizes and extends perspectives on the elements and mechanisms of conceptual change to ideological change around issues of race, equity and justice, and elucidates why experiences and knowledge that transform related assumptions, understandings and ideology are so difficult to generate.
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