Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices
The main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four do...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
OpenED Network
2020-06-01
|
| Series: | Journal of Culture and Values in Education |
| Subjects: | |
| Online Access: | https://cultureandvalues.org/index.php/JCV/article/view/77 |
| _version_ | 1797911181747290112 |
|---|---|
| author | Daniel Morales Morales Carie Ruggiano Cee Carter Kimberly J. Pfeifer Keisha L Green |
| author_facet | Daniel Morales Morales Carie Ruggiano Cee Carter Kimberly J. Pfeifer Keisha L Green |
| author_sort | Daniel Morales Morales |
| collection | DOAJ |
| description | The main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four doctoral students who participate in a critical inquiry group and research collective called the “Critical Education Research Collective,” (CERC). As social justice educators, in this shared space we engage in meaningful teaching and inquiry practices that involve teaching and research methodologies, education theory, dialogue, reflection and praxis. While research has highlighted the ways in which inquiry groups can be used as an intentional and systematic examination into teaching practice, this essay describes the structure, functioning, theoretical standpoints and the process of becoming a doctoral student and professor-led critical inquiry group. The group came together as a way to sustain the work and research development of both the doctoral students and the junior faculty in the collective. |
| first_indexed | 2024-04-10T11:37:30Z |
| format | Article |
| id | doaj.art-5c82832fadec4831845c6e4052144844 |
| institution | Directory Open Access Journal |
| issn | 2590-342X |
| language | English |
| last_indexed | 2024-04-10T11:37:30Z |
| publishDate | 2020-06-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Journal of Culture and Values in Education |
| spelling | doaj.art-5c82832fadec4831845c6e40521448442023-02-15T16:17:45ZengOpenED NetworkJournal of Culture and Values in Education2590-342X2020-06-013110.46303/jcve.03.01.1Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning PracticesDaniel Morales Morales0Carie Ruggiano1Cee Carter2Kimberly J. Pfeifer3Keisha L Green4University of Massachusetts Amherst: Amherst, MA, USUniversity of Massachusetts Amherst: Amherst, MA, USUniversity of Massachusetts Amherst: Amherst, MA, USUniversity of Massachusetts Amherst: Amherst, MA, USUniversity of Massachusetts Amherst: Amherst, MA, USThe main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four doctoral students who participate in a critical inquiry group and research collective called the “Critical Education Research Collective,” (CERC). As social justice educators, in this shared space we engage in meaningful teaching and inquiry practices that involve teaching and research methodologies, education theory, dialogue, reflection and praxis. While research has highlighted the ways in which inquiry groups can be used as an intentional and systematic examination into teaching practice, this essay describes the structure, functioning, theoretical standpoints and the process of becoming a doctoral student and professor-led critical inquiry group. The group came together as a way to sustain the work and research development of both the doctoral students and the junior faculty in the collective.https://cultureandvalues.org/index.php/JCV/article/view/77critical pedagogy, research collective, teacher education, culturally sustaining pedagogy |
| spellingShingle | Daniel Morales Morales Carie Ruggiano Cee Carter Kimberly J. Pfeifer Keisha L Green Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices Journal of Culture and Values in Education critical pedagogy, research collective, teacher education, culturally sustaining pedagogy |
| title | Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices |
| title_full | Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices |
| title_fullStr | Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices |
| title_full_unstemmed | Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices |
| title_short | Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices |
| title_sort | disrupting to sustain teacher preparation through innovative teaching and learning practices |
| topic | critical pedagogy, research collective, teacher education, culturally sustaining pedagogy |
| url | https://cultureandvalues.org/index.php/JCV/article/view/77 |
| work_keys_str_mv | AT danielmoralesmorales disruptingtosustainteacherpreparationthroughinnovativeteachingandlearningpractices AT carieruggiano disruptingtosustainteacherpreparationthroughinnovativeteachingandlearningpractices AT ceecarter disruptingtosustainteacherpreparationthroughinnovativeteachingandlearningpractices AT kimberlyjpfeifer disruptingtosustainteacherpreparationthroughinnovativeteachingandlearningpractices AT keishalgreen disruptingtosustainteacherpreparationthroughinnovativeteachingandlearningpractices |