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Teaching for Social Justice: Palpating the Tensions Between a Royal and Minor Science
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Teaching for Social Justice: Palpating the Tensions Between a Royal and Minor Science. |
| 개인저자 | Graham, Matthew Charles. |
| 단체저자명 | University of Oregon. Department of Education Studies. |
| 발행사항 | [S.l.]: University of Oregon., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 364 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781088304891 |
| 학위논문주기 | Thesis (Ph.D.)--University of Oregon, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Husman, Jenefer |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | In this study, I develop a formative assessment designed to provide feedback on the use of research supported and locally valued social justice teaching practices. This assessment can provide teacher educators a tool for providing feedback to in-service and pre-service educators to support their motivation for engaging in social justice teaching practices. However, calcifying social justice as a set of discrete practices comes at the expense of other possibilities and, ultimately, at the expense of realizing educations true liberatory potential. In order to attend to these philosophical limitations, I simultaneously map the assessment development project onto the argumentation Deleuze and Guattari use to address the metaphysical presuppositions that differentiate a royal and minor science. I argue that it is only by attending to both these royal and minor tendencies inherent to the development of the Teaching for Social Justice Formative Assessment that we are able to move away from systemic inequities and realize educations' liberatory potential. |
| 일반주제명 | Education. Research. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
