2024-03-29T15:02:17Zhttps://keep.lib.asu.edu/oai/requestoai:keep.lib.asu.edu:node-1536022021-08-30T18:29:09Zoai_pmh:all153602
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