Beneath the Surface: Teacher Subjectivities and the Appropriation of Critical Pedagogies |
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| Authors: | Tricia Niesz |
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| Institution: | Qualitative research and cultural foundations of education at Kent State University , |
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| Abstract: | Little has been written about the complexity of educators' appropriation of critical pedagogies in the context of everyday life in schools. In this article, based on analyses of two teachers' practice drawn from a larger ethnographic study of an urban public middle school, I explore the emergence of classroom practice that on the surface seemed to reflect critical educational theory. Two social justice projects are introduced, and teacher networks are explored as discursive resources for these projects. In this discussion I focus on how the teachers' subjectivities provided important contexts for the appropriation of critical educational discourses. Following Gore (1998) Gore, J. M. 1998. “On the limits to empowerment through critical and feminist pedagogies.”. In Power/ knowledge/ pedagogy: The meaning of democratic education in unsettling times, Edited by: Carlson, D. and Apple, M. W. pp. 271–288. Boulder, CO: Westview. Google Scholar], I argue that although classroom practice may resemble critical pedagogy, the extent to which it is accompanied by practitioners' social critique is another empirical question altogether. |
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