Advertisement

Our Social Education Journey

  • Chris Witschonke
  • Susan Mccormack
  • Traci Jensen
  • Sabrina Marsh
  • Bernardo Pohl
  • Debby Shulsky
Chapter
  • 405 Downloads

Abstract

What is Social Education? This question becomes the underpinning of many subsequent conversations after entry to the Social Education program at the University of Houston. Central to these ongoing conversations are doctoral students who have filtered in and out of the program yet are intricately woven into the fabric of the Social Education cohort. Our cohort is not the traditional cohort in that each of the members is at different stages in the program and in their lives. Those who have long moved on to different professional and personal spaces still collaborate; theirs is an expanded mentorship that distance has not faded. The tools in this bricolage are our own personal stories, the stories of the others with whom we come in contact; and the stitches that bind our patchwork are the stories of the critical pedagogists who have molded and shaped our discussions and philosophical tenets.

Keywords

Critical Consciousness Critical Pedagogy Social Education Narrative Inquiry Dialogic Process 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Caspary, W. (2000). Dewey on democracy. Ithaca, NY: Cornell University Press.Google Scholar
  2. Clandinin, J., & Connelly, F. (1988, October). Studying teachers’ knowledge of classrooms: Collaborative research, ethics, and the negotiation of narrative. The Journal of Educational Thought, 22(2A).Google Scholar
  3. Conle, C. (1997). Images of change in narrative inquiry. Teachers and Teaching: Theory and Practice, 3 (2), 205-219.Google Scholar
  4. Connelly, F. M., & Clandinin, D. J. (2000). The narrative understandings of teacher knowledge. Journal of Curriculum and Supervision, 15(4), 315-331.Google Scholar
  5. Craig, C. J. (1997). Telling stories: Accessing beginning teacher knowledge. Teacher Education, 9, 61-68.Google Scholar
  6. Dewey, J. (1897). My pedagogic creed. The School Journal, LIV(3), 77-80. Retrieved October 27, 2007, from http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
  7. Dewey, J. (1938/1997). Experience and education. New York: Simon & Schuster.Google Scholar
  8. Dewey, J. (2002). Democracy and education: An introduction to the philosophy of education. Bristol, UK: Thoemmes Press. (Original work published 1916)Google Scholar
  9. Dworkin, M. (1959). Dewey on education: Selections. New York: Bureau of Publications, Teachers College, Columbia University.Google Scholar
  10. Freire, P. (2005). Education for critical consciousness. New York: Continuum International Publishing Group. (Original work published in 1974)Google Scholar
  11. Freire, P. (2002). Pedagogy of the oppressed. New York: Continuum International Publishing Group. (Original work published 1970)Google Scholar
  12. Gramsci, A. (1971). The intellectuals. In Q. Hoare & G. N. Smith (Eds. and Transl.), Selections from the prison notebooks (pp. 3-23). New York: International Publishers. (Original work published 1949)Google Scholar
  13. Green, M. (1978). Landscapes of learning. New York: Teacher College Press.Google Scholar
  14. Green, M. (2003). In search of a critical pedagogy. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 97-112). New York: Routledge Falmer.Google Scholar
  15. Hooks, B. (1994). Teaching to transgress. New York: Routledge.Google Scholar
  16. Hug, B., & Moller, K. J. (2005). Collaboration and connectedness in two teacher educator’s shared self-study. Studying Teacher Education: A Journal of Self-study of Teacher Education Practices, 1(2), 123-140.CrossRefGoogle Scholar
  17. Kincheloe, J. L. (2001). Getting beyond the facts: Teaching social studies/social sciences in the twenty-first Century (2nd ed.). New York: Peter Lang.Google Scholar
  18. Kincheloe, J. (2005). Critical pedagogy: Peter Lang primer. New York: Peter Lang Publishing Inc.Google Scholar
  19. Marx, K, & Engels, F. (1955). The communist manifesto: With selections from the eighteenth brumaire of Louis Bonaparte and Capital. Northbrook, IL: AHM Publishing Corporation. (Original work published 1848)Google Scholar
  20. McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundations of education. Boston: Allyn and Bacon.Google Scholar
  21. Olson, M. R. (2000). Linking personal and professional knowledge of teaching practice through narrative inquiry. The Teacher Educator, 35(4), 109-127.CrossRefGoogle Scholar
  22. Purpel, D. (1989). The moral and spiritual crisis in education: A curriculum for justice and compassion in education. Granby, MA: Bergin & Garvy Publishers.Google Scholar
  23. Thoreau, H. (1989). On the duty of civil disobedience. Chicago: Charles H. Kerr Publishing Company. (Original work published in 1849)Google Scholar

Copyright information

© Sense Publishers 2011

Authors and Affiliations

  • Chris Witschonke
    • 1
  • Susan Mccormack
  • Traci Jensen
  • Sabrina Marsh
  • Bernardo Pohl
  • Debby Shulsky
  1. 1.University of HoustonHoustonUSA

Personalised recommendations