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Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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Abstract:
In social justice education, socio-political consciousness (SPC) is an understanding of the socio-political and economic factors that influence the lives of students, their families, and their communities (Murray & Milner, 2015). SPC enables teachers to be critical consumers of the curriculum taught in schools and to be active producers of curricula that challenge deficit-orientations of diverse and historically marginalized students that may be manifested in curricular policies, materials, and practices. This session discusses the use of oral history research to support teachers SPC in an online professional development program designed to enhance the cultural responsiveness of teachers of urban learners. Oral history supports the development of SPC in teachers by providing them with opportunities to hone research skills, engage in critical analysis, and increase their historical and current knowledge about the schools and communities they are assigned to teach in. Due to covid-19 restrictions, oral history interviews with individuals pre-selected by the PD facilitators were not possible. Instead, teachers chose their own oral history participants and conducted the interviews online. Teachers’ abilities to critically analyze the interviews suggests that their self-selection of interview participants provided opportunities to engage in critical analysis and reflection that may not have been possible with interview participants chosen by the facilitators. A main takeaway from this project is the importance of trusting learners and the learning process in social justice education.
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Keyword:
and Multicultural Education; Bilingual; critical consciousness; Curriculum and Instruction; Education; Educational Methods; Information Literacy; Library and Information Science; Multilingual; oral histories; social justice education; teacher education; urban education
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/17
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| 2 |
The Dialectic of Racial Justice: Maxine Greene’s Contributions to Morally Engaged and Racially Just Education Spaces
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In: Curriculum, Foundations, & Reading Faculty Publications (2020)
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| 3 |
Recognizing the Academic Talents of Young Black Males: A Counter-Story
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In: Curriculum, Foundations, & Reading Faculty Publications (2018)
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| 4 |
To Be Young, Gifted, and Black (Male): New Narratives for the 21st Century
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In: Curriculum, Foundations, & Reading Faculty Presentations (2017)
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| 5 |
Social Justice and Diversity Certification Programs For Educators
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In: Curriculum, Foundations, & Reading Faculty Presentations (2017)
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| 6 |
The Dialectic of Racial Justice: Maxine Greene’s Contributions to Morally Engaged and Racially Just Education Spaces
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In: Curriculum, Foundations, & Reading Faculty Publications (2017)
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| 7 |
Starting Young: Emergent Black Masculinity and Early Literacy
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In: Curriculum, Foundations, & Reading Faculty Publications (2015)
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