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dc.creatorBoyd, Ashley
dc.creatorNoblit, George
dc.creatorNeikirk, Joseph R.
dc.date.accessioned2016-01-21T23:20:06Z
dc.date.available2016-01-21T23:20:06Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/2376/5823
dc.descriptionThis paper is embargoed for 18 months per publisher policy.en_US
dc.description.abstractThis self-study involves instructors of a Social Justice in Education course at a large university who engaged pre-service teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve pre-service teachers in experiences that foster critical consciousness and cognizance of their own socialization. For the assignments, students were first asked to describe key moments in their educational experience in the form of a multimedia submission and reflection. After a semester of critical discussions and readings, students were then asked to re-visit their initial projects and critique those using course concepts. In addition, they were prompted to include plans for themselves as future social justice educators. In this paper, we analyze those student submissions, and we find that many reached new conclusions about social justice topics such as race and gender, critiqued personal and social artifacts, and recognized the connections between privilege and meritocracy. Despite the limitations in class size and structure, we affirm the potential value of a multi-stage autobiography assignment. We also explore instances of student resistance, wherein students avoided the assigned task and our requirement for self-reflection. We conclude by offering implications for teacher education and posit considerations for future adaptions of the assignment, including the necessity to engage students in opportunities to take social action and to move beyond critique.en_US
dc.language.isoEnglish
dc.publisherEducational Studiesen_US
dc.rightsIn copyright
dc.rightsopenAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectSocial justice educationen_US
dc.subjectAutobiographyen_US
dc.subjectMultimediaen_US
dc.titleEngaging Students in Autobiographical Critique as a Social Justice Tool: Narratives of Deconstructing and Reconstructing Meritocracy and Privilege with Pre-service Teachers
dc.typeText
dc.description.citationBoyd, Ashley S. and George W. Noblit. (2015). Engaging Students in Autobiographical Critiqueas a Social Justice Tool: Narratives of Deconstructingand Reconstructing Meritocracy and PrivilegeWith Preservice Teachers, Vol. 51, Iss. 6. DOI: 10.1080/00131946.2015.1098644.


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  • Boyd, Ashley
    This collection features scholarly work by Ashley Boyd, assistant professor in the Department of English at Washington State University.

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