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153602 https://hdl.handle.net/2286/R.I.29866 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2015 vi, 151 pages Doctoral Dissertation Academic theses Text eng Boudon, Daniel John Margolis, Eric Romero, Mary Sandlin, Jennifer Arizona State University Partial requirement for: Ph. D., Arizona State University, 2015 Includes bibliographical references (pages 138-148) Field of study: Educational leadership and policy studies In an attempt to gain a greater understanding of the interpretations and attitudes of higher education faculty in education programs teaching critical pedagogy, social justice, student empowerment and related concepts I conducted interviews with twenty faculty members in education programs in the New York City area. It is a study looking at the philosophies and conceptions of faculty and the relationship between those philosophies and their actions in the classroom. The interviews were transcribed and analyzed for trends and patterns. The nature of the questions focused on various aspects of critical pedagogy and allowed for an easy transition to preliminary categories based on the interview questions. The data was reviewed again for similarities and trends, and then again for comparison between the three identified perspectives: Professionalization Perspective, Democratic Student Development Perspective, and Critical Action Perspective. Sociology Of Education Teacher Education Educational evaluation critical pedagogy Empowerment Social Justice Teacher Education teaching philosophy critical pedagogy Universities and colleges--United States--Faculty--Attitudes. Universities and colleges Social justice--Study and teaching (Higher)--United States. Social Justice Faculty perspectives on critical pedagogy and social justice