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"Changing what we can": Social actio...

Epstein, Shira Eve.

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"Changing what we can": Social action curriculum enactments in eighth and ninth grade classrooms.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	"Changing what we can": Social action curriculum enactments in eighth and ninth grade classrooms./
作者:	Epstein, Shira Eve.
面頁冊數:	298 p.
附註:	Adviser: Celia Oyler.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269063
ISBN:	9780549082620

"Changing what we can": Social action curriculum enactments in eighth and ninth grade classrooms.
Epstein, Shira Eve.

"Changing what we can": Social action curriculum enactments in eighth and ninth grade classrooms. - 298 p.

Adviser: Celia Oyler.

Thesis (Ed.D.)--Teachers College, Columbia University, 2007.

This research is meant to stimulate opportunities for teachers and teacher educators to build their own visions for social action curriculum enactment applicable to their contexts.

ISBN: 9780549082620Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

"Changing what we can": Social action curriculum enactments in eighth and ninth grade classrooms.
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245 1 0 $a "Changing what we can": Social action curriculum enactments in eighth and ninth grade classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2300.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2007.
520 $a This research is meant to stimulate opportunities for teachers and teacher educators to build their own visions for social action curriculum enactment applicable to their contexts.
520 $a In this research, I analyze three cases of social action curriculum enactment, a form of citizenship education, as they occurred in New York City public schools. When engaging in social action, students both critically consider social problems and take action around these problems. Scott, an eighth grade teacher, enacted a social action curriculum through which students created writing pieces on various social issues. Facilitators from Urban Youth, a community based organization, led two ninth grade classrooms to design a safe sex health fair and a mural against gang violence and teen pregnancy.
520 $a Rooted in critical theory, three questions drive this research: (1) What are the components of the social action curriculum? (2) What theories of social action are implied within social action units? (3) How do students' respond to the social action units? I used qualitative data collection methods to address these questions including observations, interviews, and document analysis.
520 $a I analyze the orientation of the curricula, the intended purpose, the knowledge utilized, the participation structures, and student and teacher authority to derive the theories of social action implied within the curricula. Scott oriented the curriculum within the literacy period with the goal of creating social change, utilized personal and researched knowledge, structured the unit towards independent participation, and shared teacher authority throughout the project. The Urban Youth facilitators oriented the curriculum as an add-on to the regular day with the goal of igniting student empowerment, utilized solely personal knowledge, structured the unit around collaborative participation, and primarily gave students authority at the initiation of the project. Each curriculum enactment reflects multiple approaches to justice and social change, revealing the complexity of this work as it occurs in classrooms. The students' responses to the curriculum greatly align with the implicit theories of social action.
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