東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Necessary Friction: Narratives of Ju...

Ervin, Jennifer.

FindBook

Google Book

Amazon

博客來

Necessary Friction: Narratives of Justice and Equity-Oriented Pedagogy in Secondary ELA Classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Necessary Friction: Narratives of Justice and Equity-Oriented Pedagogy in Secondary ELA Classrooms./
作者:	Ervin, Jennifer.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	337 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Language arts. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31141777
ISBN:	9798382794037

Necessary Friction: Narratives of Justice and Equity-Oriented Pedagogy in Secondary ELA Classrooms.
Ervin, Jennifer.

Necessary Friction: Narratives of Justice and Equity-Oriented Pedagogy in Secondary ELA Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 337 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--University of Georgia, 2024.

This dissertation presents findings from an inquiry into secondary English language arts (ELA) teachers in Georgia who were working to enact justice and equity-oriented pedagogies. The study collected narratives related to how they conceptualize their responsibilities as educators, how they enact their pedagogical commitments, and whether they experience tension in those efforts. This is particularly important to consider as Georgia has enacted legislation that may be interpreted as a constraint on these pedagogical goals. Multiple other states have similarly enacted some form of legislation against discussing so-called "divisive" concepts, and recent years have seen a rise in bans against a wide range of literature centering diverse characters. In this climate, some teachers may feel that asset-based or justice-oriented pedagogies that intentionally center marginalized identities may be discouraged, or even that they are actively under attack. Amidst this challenging context, this study has turned intentionally to teacher narratives to look beyond the political discourse and into teachers' lived experiences. Findings are presented through the lens of complexity theory to demonstrate that teachers' pedagogical goals are enacted within layered systems that include their personal histories and identities, ideological values, classroom needs and interests, institutional expectations and norms,{A0}and the sociopolitical climate in their communities. Teachers also exert their own influence within each of these systems, as they adapt external expectations to fit with their personal ideologies. Findings demonstrate that teachers enact goals of justice and equity through their pedagogies in various ways, and have found support for that work within the expectations of their discipline, and through colleagues and administrators. When teachers experienced challenges to their pedagogical goals, they made adaptations within their systems to find a better sense of alignment between their values and their practices. This study also found that while the sociopolitical climate worked on teachers' pedagogies in many ways, the educational legislation was not the only factor influencing teachers' pedagogy. To understand how teachers might be better supported in enacting goals of justice and equity, it is necessary to consider the legislative context amidst the many other contexts that surround and shape educators' work.

ISBN: 9798382794037Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

Educational legislation

Necessary Friction: Narratives of Justice and Equity-Oriented Pedagogy in Secondary ELA Classrooms.
LDR:03652nmm a2200409 4500 001 2402207
005 20241028051455.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382794037
035 $a (MiAaPQ)AAI31141777
035 $a AAI31141777
035 $a 2402207
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ervin, Jennifer. $0 (orcid)0000-0002-7860-9516 $3 3772431
245 1 0 $a Necessary Friction: Narratives of Justice and Equity-Oriented Pedagogy in Secondary ELA Classrooms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 337 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Burke, Kevin.
502 $a Thesis (Ph.D.)--University of Georgia, 2024.
520 $a This dissertation presents findings from an inquiry into secondary English language arts (ELA) teachers in Georgia who were working to enact justice and equity-oriented pedagogies. The study collected narratives related to how they conceptualize their responsibilities as educators, how they enact their pedagogical commitments, and whether they experience tension in those efforts. This is particularly important to consider as Georgia has enacted legislation that may be interpreted as a constraint on these pedagogical goals. Multiple other states have similarly enacted some form of legislation against discussing so-called "divisive" concepts, and recent years have seen a rise in bans against a wide range of literature centering diverse characters. In this climate, some teachers may feel that asset-based or justice-oriented pedagogies that intentionally center marginalized identities may be discouraged, or even that they are actively under attack. Amidst this challenging context, this study has turned intentionally to teacher narratives to look beyond the political discourse and into teachers' lived experiences. Findings are presented through the lens of complexity theory to demonstrate that teachers' pedagogical goals are enacted within layered systems that include their personal histories and identities, ideological values, classroom needs and interests, institutional expectations and norms,{A0}and the sociopolitical climate in their communities. Teachers also exert their own influence within each of these systems, as they adapt external expectations to fit with their personal ideologies. Findings demonstrate that teachers enact goals of justice and equity through their pedagogies in various ways, and have found support for that work within the expectations of their discipline, and through colleagues and administrators. When teachers experienced challenges to their pedagogical goals, they made adaptations within their systems to find a better sense of alignment between their values and their practices. This study also found that while the sociopolitical climate worked on teachers' pedagogies in many ways, the educational legislation was not the only factor influencing teachers' pedagogy. To understand how teachers might be better supported in enacting goals of justice and equity, it is necessary to consider the legislative context amidst the many other contexts that surround and shape educators' work.
590 $a School code: 0077.
650 4 $a Language arts. $3 532624
650 4 $a Education policy. $3 2191387
650 4 $a Curriculum development. $3 684418
650 4 $a Pedagogy. $3 2122828
653 $a Educational legislation
653 $a English language arts
653 $a Equity
653 $a Justice
653 $a Narrative inquiry
690 $a 0279
690 $a 0458
690 $a 0456
690 $a 0727
710 2 $a University of Georgia. $b Language and Literacy Education - PHD. $3 3689697
773 0 $t Dissertations Abstracts International $g 85-12A.
790 $a 0077
791 $a Ph.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31141777