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Disruptive Practices: Enacting Critical Pedagogy Through Meditation, Community Building, and Explorative Spaces in a Graduate Course for Pre-Service Teachers
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- 자료유형학술지논문
- 저자명Helmer, K.
- 학회/출판사/기관명MACJCI
- 출판년도2014
- 언어영어
- 학술지명/학위논문주기Journal of Classroom Interaction
- 발행사항Vol.49No.2[2014]_x000D_
- ISBN/ISSN
- 소개/요약This paper showcases classroom interactions that reveal the transformational potential of educational practices which disrupt traditional notions about teaching and learning. These disruptive practices create qualitatively different social relations within a classroom, opening up spaces for students to co-create knowledge in new and creative ways. Based on an ethnographic study, conducted in a foundational course for pre-service teachers, that explored the pedagogical practices of a teacher educator committed to a social justice-based critical pedagogy, analysis of classroom interactions revealed the following disruptive teaching practices: providing spaces for creative explorations, a focus on community building, and using secular mindfulness practices.
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