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>An âIdeology in Piecesâ Approach to Studying Change in Teachersâ Sensemaking About Race, Racism, and Racial Justice
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An âIdeology in Piecesâ Approach to Studying Change in Teachersâ Sensemaking About Race, Racism, and Racial Justice
This article makes a unique contribution to the literature on teachersâ racialized sensemaking by proposing a framework of âideology in piecesâ that synthesizes Hall's (1982, 1996) theory of ideology and diSessa's (1993) theory of conceptual change. Hall's theory of ideology enables an examination of teachersâ sensemaking as situated within a structured society and diSessa's research on conceptual change provides an analytical lens to understand the elements of ideological sensemaking and the processes of ideological transformation. I use the framework of ideology in pieces to analyze and interpret the ideological sensemaking and transformation of a teacher engaged in a collaborative teacher research group in which participants explored issues of social justice in their high school math and science classrooms. The framework and analysis presented in the article offer a more comprehensive theory of teachersâ ideological sensemaking and transformation that includes their cognitive, social, and structural dimensions.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/07370008.2011.583369
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