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Social Justice Education: Examining ...

Terry, David Patrick.

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Social Justice Education: Examining Aspects of Power & Privilege Influential to an Educator's Efficacy.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Social Justice Education: Examining Aspects of Power & Privilege Influential to an Educator's Efficacy./
Author:	Terry, David Patrick.
Description:	195 p.
Notes:	Source: Masters Abstracts International, Volume: 52-01.
Contained By:	Masters Abstracts International52-01(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1539453
ISBN:	9781303148101

Social Justice Education: Examining Aspects of Power & Privilege Influential to an Educator's Efficacy.
Terry, David Patrick.

Social Justice Education: Examining Aspects of Power & Privilege Influential to an Educator's Efficacy. - 195 p.

Source: Masters Abstracts International, Volume: 52-01.

Thesis (M.A.)--Prescott College, 2013.

This thesis examines how White educators can more effectively integrate Critical Pedagogy into praxis working with predominantly White collegiate communities. It asks: How can White Male educators working in predominantly White collegiate communities, use their own power and privilege as sources of currency to catalyze student awareness of social justice and becoming agents of change in their own lives? This thesis used a mixed methods approach that incorporated heuristic and case study methodologies to address the thesis question. The heuristic study was conducted with an intensive, environmentally-focused rafting undergraduate course at Progressive College. Additionally, case study research was conducted with White Male educators working in higher education at Progressive College. The results consisted of pre/post-course questionnaires and interviews conducted with the case study participants. This thesis argues that a White Male educator's currency, including, positionality, identity, experiences and competency influences the efficacy of an educator's ability to integrate Critical Pedagogy into praxis when working within White collegiate communities. It makes claim that the alignment and similarities between student-teacher identities and experiences result in the educator being more effective in working with specific populations based on their ability to relate, be empathetic and supportive throughout the process of transformation.

ISBN: 9781303148101Subjects--Topical Terms:

1019158
Education, General.

Social Justice Education: Examining Aspects of Power & Privilege Influential to an Educator's Efficacy.
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245 1 0 $a Social Justice Education: Examining Aspects of Power & Privilege Influential to an Educator's Efficacy.
300 $a 195 p.
500 $a Source: Masters Abstracts International, Volume: 52-01.
500 $a Adviser: Jordana DeZeeuw Spencer.
502 $a Thesis (M.A.)--Prescott College, 2013.
520 $a This thesis examines how White educators can more effectively integrate Critical Pedagogy into praxis working with predominantly White collegiate communities. It asks: How can White Male educators working in predominantly White collegiate communities, use their own power and privilege as sources of currency to catalyze student awareness of social justice and becoming agents of change in their own lives? This thesis used a mixed methods approach that incorporated heuristic and case study methodologies to address the thesis question. The heuristic study was conducted with an intensive, environmentally-focused rafting undergraduate course at Progressive College. Additionally, case study research was conducted with White Male educators working in higher education at Progressive College. The results consisted of pre/post-course questionnaires and interviews conducted with the case study participants. This thesis argues that a White Male educator's currency, including, positionality, identity, experiences and competency influences the efficacy of an educator's ability to integrate Critical Pedagogy into praxis when working within White collegiate communities. It makes claim that the alignment and similarities between student-teacher identities and experiences result in the educator being more effective in working with specific populations based on their ability to relate, be empathetic and supportive throughout the process of transformation.
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