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Decolonizing pedagogy: Critical Cons...

Burford, Natasha.

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Decolonizing pedagogy: Critical Consciousness and its impact on schooling for Black students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Decolonizing pedagogy: Critical Consciousness and its impact on schooling for Black students./
Author:	Burford, Natasha.
Description:	124 p.
Notes:	Source: Masters Abstracts International, Volume: 54-02.
Contained By:	Masters Abstracts International54-02(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1570542
ISBN:	9781321394023

Decolonizing pedagogy: Critical Consciousness and its impact on schooling for Black students.
Burford, Natasha.

Decolonizing pedagogy: Critical Consciousness and its impact on schooling for Black students. - 124 p.

Source: Masters Abstracts International, Volume: 54-02.

Thesis (M.A.)--University of Toronto (Canada), 2014.

In this thesis, I consider the ways in which classroom teachers develop critical consciousness and implement it within their pedagogy in the context of effectively teaching Black students to achieve academic success. The process of critical consciousness is complex and is mainly studied outside of teacher education. The findings of this thesis fall into three main themes: self-awareness; analysis of power; and inquiry of assumptions. The research also demonstrates that the spirituality of the teacher is an important contributing factor in one's transformation. With this work, the hope is that teacher education programs dialogue about the importance of critical consciousness, and integrate it into the recipe that makes up "quality teaching" so that all students can have the opportunity to succeed in an equitable schooling environment.

ISBN: 9781321394023Subjects--Topical Terms:

3172312
Teacher education.

Decolonizing pedagogy: Critical Consciousness and its impact on schooling for Black students.
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100 1 $a Burford, Natasha. $3 3276999
245 1 0 $a Decolonizing pedagogy: Critical Consciousness and its impact on schooling for Black students.
300 $a 124 p.
500 $a Source: Masters Abstracts International, Volume: 54-02.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2014.
520 $a In this thesis, I consider the ways in which classroom teachers develop critical consciousness and implement it within their pedagogy in the context of effectively teaching Black students to achieve academic success. The process of critical consciousness is complex and is mainly studied outside of teacher education. The findings of this thesis fall into three main themes: self-awareness; analysis of power; and inquiry of assumptions. The research also demonstrates that the spirituality of the teacher is an important contributing factor in one's transformation. With this work, the hope is that teacher education programs dialogue about the importance of critical consciousness, and integrate it into the recipe that makes up "quality teaching" so that all students can have the opportunity to succeed in an equitable schooling environment.
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650 4 $a Black studies. $3 2122689
650 4 $a Spirituality. $3 534780
650 4 $a Pedagogy. $3 2122828
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710 2 $a University of Toronto (Canada). $b Humanities, Social Sciences and Social Justice Education. $3 3171113
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