Abstract
This chapter provides the rationale for a critical, praxis-oriented research genre for teachers by problematizing how teacher research has been historically and traditionally perceived and positioned in society and academia. The author uses critical pedagogy to examine (a) what it means to identify as a teacher (generally, but also of urban students); (b) the traditional treatment of practitioners in academia; and (c) what this means for impassioned teachers who attempt to do emancipatory research in academic environments where they are told to “cool down” and remove themselves and their biases from their research. The author proposes Critical Praxis Research as a methodology that embraces the strengths of teachers in the research process.
This is going to come as a very big surprise to you, but people of my generation went to schools without air conditioners. … The schools are being very careful to make sure that safety is maintained in the classroom. They can open the windows; there’s a breeze (Mayor Michael Bloomberg, 10 June 2008).
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Kress, T.M. (2011). Introduction: Why Critical Praxis Research?. In: Critical Praxis Research. Explorations of Educational Purpose, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1790-9_1
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DOI: https://doi.org/10.1007/978-94-007-1790-9_1
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