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• W33800110 abstract "Oh, fix me Oh, fix me Oh, fix me Fix me, Jesus, fix me. We're still blaming teachers. At conferences and publications, we 're still blaming teachers. In the news and at school board meetings, we're still blaming teachers. We're still talking about what teachers aren't doing and what they don't know. Teachers are faulty and broken. And everyone has something to say about how to fix them. Yes, it's the teachers who are broken, faulty, and require fixin'. But I submit to you that teachers, like the students they serve, are victims. They get smashed by school districts with wrecking balls of bureaucracy, limited resources, and inadequate pay. They get smashed by impractical professional development that does little to support the realities of day-to-day school life. But sadly, they are also wrecked by us: teacher educators. But we are victims, too. We suffer the indignities of political tenure track system that rarely values collaborative work schools and school communities. We suffer the injustice of state and NCATE standards that devalue true social justice and academic freedoms that embrace true and authentic meaning of curriculum. But rarely do we get at the source. It is rare that we talk about how teachers are developed. How are teacher education programs structured? In what ways are these programs evaluated? And, what ways do teacher educators engage and model critically reflective self-assessment and evaluation toward the continual improvement of praxis that supports educational equity? As woman of color scholar whose work focuses on the intersections of social foundations and curriculum theory the context of urban teacher education, I am an advocate and purveyor of scholarship and praxis that raises the intellectual value of the work of teachers and teacher educators who wholeheartedly and unselfishly support those who are most likely to be underserved the educational arena, k-20. I advocate and subscribe to the praxis of engaged as defined by cultural critic and scholar bell hooks (1994). I advocate and subscribe to the theoretical and conceptual notion of critical race feminism as defined by legal scholar and social activist Adrien K. Wing (1997). What I propose is classroom praxis of engaged from critical race feminist perspective. In this article, I will describe hooks' engaged the context of the experiences I gained from group of African American pre-service teachers social foundations course. This will be followed by description of critical race feminism. The article will conclude with discussion on engaged from critical race feminist perspective. Engaged Pedagogy bell hooks (1994) speaks elegantly about the process of teaching students in manner that respects and cares for (p. 13) their souls as opposed to a rote, assembly line approach (p. 13). As contrast to the 'safe' place of lecture and invited response, hooks moves to place of resistance as she espouses a progressive, holistic education ... more demanding than critical or feminist pedagogy (p. 15). hooks advocates an education that goes beyond the classroom (Florence, 1998) and relates to students as whole human beings. In the context of the social foundations classroom at historically Black university, this required finding ways to get to know my students and their connections to their families. This meant students interjecting their experiences regarding such issues as parental involvement to include their right to question the value of attending local school board meetings as part of their learning experience. Beyer (as cited Florence, 1998) suggests that this may mean including elements of popular culture the classroom experience. In my social foundations classroom, my students expressed preference writing rap and poetry to deliver their ideas, rather than the essay style writing required the syllabus I developed. …" @default.
• W33800110 created "2016-06-24" @default.
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• W33800110 date "2010-06-22" @default.
• W33800110 modified "2023-09-24" @default.
• W33800110 title "Engaged Pedagogy and Critical Race Feminism." @default.
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