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Navigating actions and social justic...

Crawford, Jenifer.

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Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools./
Author:	Crawford, Jenifer.
Description:	219 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3324.
Contained By:	Dissertation Abstracts International70-09A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3374875
ISBN:	9781109355031

Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools.
Crawford, Jenifer.

Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools. - 219 p.

Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3324.

Thesis (Ph.D.)--University of California, Los Angeles, 2009.

This study highlights a dimension of social justice teaching that experience tells us is very important but that is understudied: how people act on their values in complex institutions like schools through strategic actions. Using interpretive and portraiture methods to carry out a case study of three teachers in underserved public schools in California, this work focuses squarely on (a) achieving a better understanding of what effective social justice educators do day by day in their institutional lives to forward educational justice goals and (b) developing a conceptual framework that will help us better prepare such teachers for their institutional roles as brokers of racial and economic justice. Through a critical micro sociological lens the dissertation develops a framework for the way people work powerfully in schools that is shaped by the concept of navigating actions that are generally structured in the following ways: tensions, goals, contexts, topics, general strategies, actions, and resolution. The navigating action grammar can be a powerful compass to orient teachers in ways to connect the myriad of theories about justice in education (social justice education, critical pedagogy, popular and libratory education theories, etc.) to daily concrete actions in schools.

ISBN: 9781109355031Subjects--Topical Terms:

783747
Education, Teacher Training.

Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools.
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100 1 $a Crawford, Jenifer. $3 1683459
245 1 0 $a Navigating actions and social justice educators: A study of the institutional strategies used by three teachers working for change in California's public schools.
300 $a 219 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3324.
500 $a Advisers: Megan Franke; Peter McLaren.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2009.
520 $a This study highlights a dimension of social justice teaching that experience tells us is very important but that is understudied: how people act on their values in complex institutions like schools through strategic actions. Using interpretive and portraiture methods to carry out a case study of three teachers in underserved public schools in California, this work focuses squarely on (a) achieving a better understanding of what effective social justice educators do day by day in their institutional lives to forward educational justice goals and (b) developing a conceptual framework that will help us better prepare such teachers for their institutional roles as brokers of racial and economic justice. Through a critical micro sociological lens the dissertation develops a framework for the way people work powerfully in schools that is shaped by the concept of navigating actions that are generally structured in the following ways: tensions, goals, contexts, topics, general strategies, actions, and resolution. The navigating action grammar can be a powerful compass to orient teachers in ways to connect the myriad of theories about justice in education (social justice education, critical pedagogy, popular and libratory education theories, etc.) to daily concrete actions in schools.
590 $a School code: 0031.
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773 0 $t Dissertation Abstracts International $g 70-09A.
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790 1 0 $a McLaren, Peter, $e advisor
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791 $a Ph.D.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3374875