TY - JOUR
T1 - Critical Pedagogy Enacted in the Gay-Straight Alliance
T2 - New Possibilities for a Third Space in Teacher Development
AU - Mayo, J. B.
N1 - Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.
PY - 2013
Y1 - 2013
N2 - Critical pedagogy, combined with partnerships with adults at school, enabled the Gay-Straight Alliance (GSA) advisor to create the foundation for reflective, activist-oriented learning at one Midwestern high school. Underreported in current literature, the use of critical pedagogy in school clubs and/or organizations has broad implications for teachers and teacher educators. Informed by the tenets of critical multiculturalism, this study draws on ethnographic fieldwork from one school year and in-depth interviews with students and the GSA advisor. Data reveal that the GSA advisor's unique conception of critical pedagogy is characterized by expanding students' knowledge, facilitating students' activism, and encouraging students' reflection on significant interactions with peers and family. The author concludes that these pedagogical practices play a key role in creating a long-term GSA, where engaged student learning combined with activism promote a "third space" in teacher development.
AB - Critical pedagogy, combined with partnerships with adults at school, enabled the Gay-Straight Alliance (GSA) advisor to create the foundation for reflective, activist-oriented learning at one Midwestern high school. Underreported in current literature, the use of critical pedagogy in school clubs and/or organizations has broad implications for teachers and teacher educators. Informed by the tenets of critical multiculturalism, this study draws on ethnographic fieldwork from one school year and in-depth interviews with students and the GSA advisor. Data reveal that the GSA advisor's unique conception of critical pedagogy is characterized by expanding students' knowledge, facilitating students' activism, and encouraging students' reflection on significant interactions with peers and family. The author concludes that these pedagogical practices play a key role in creating a long-term GSA, where engaged student learning combined with activism promote a "third space" in teacher development.
KW - case studies
KW - diversity
KW - gay/lesbian studies
KW - in-depth interviewing
KW - qualitative research
KW - social justice
KW - social studies education
KW - student development
KW - teacher education/development
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U2 - 10.3102/0013189X13491977
DO - 10.3102/0013189X13491977
M3 - Article
AN - SCOPUS:84879744541
SN - 0013-189X
VL - 42
SP - 266
EP - 275
JO - Educational Researcher
JF - Educational Researcher
IS - 5
ER -