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Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change. |
| 개인저자 | Merry, Johnny Deane. |
| 단체저자명 | The Ohio State University. EDU Teaching and Learning. |
| 발행사항 | [S.l.]: The Ohio State University., 2017. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2017. |
| 형태사항 | 227 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-11A(E). Dissertation Abstract International |
| ISBN | 9780438099180 |
| 학위논문주기 | Thesis (Ph.D.)--The Ohio State University, 2017. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Adviser: Dean Cristol. |
| 요약 | This dissertation reports on one case study, situated in grounded theory, of one teacher, her English Language Arts (ELA) classroom context, and three of her students. Interviews, a focus group discussion, observations, and artifact analysis pro |
| 요약 | This study supports critical pedagogy, culturally relevant/responsive/sustaining pedagogy, democratic education, and the powerful potential of an arts-based pedagogy for social justice. It contributes to qualitative research that seeks to humani |
| 요약 | These research findings further theories that support grounding pedagogy in dialogue, democracy, inquiry, the arts, and social justice. The English teacher under study built a year-long curriculum centered on writing instruction that celebrated |
| 일반주제명 | Education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
