It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
Exploring the Supports and Barriers to Adults’ Perceived Abilities to Teach for Social Justice
Type of Presentation
Roundtable Discussion (45 minutes)
Session Abstract
A narrative pilot study exploring participants’/coresearchers’ sense of self-efficacy to teach for social justice after taking an advanced graduate course in diversity, oppression, and K-12 education curriculum will be discussed.
Target Audience
Among those who may wish to attend this session are teacher educators working in the university or with K12 school districts in professional development who teach or wish to teach in the following areas: multicultural education, culturally responsive teaching, social justice education, anti-bias education, and critical race theory. Information will be presented that could provide insights into teaching in these fields. Also, graduate students conducting research in these fields may wish to attend the session for insights into their own research processes, populations, and contexts. Last, adult educators interested in critical theory and/or teaching for social justice may wish to attend as there is a purposeful inclusion of adult learning and development theory into the literary basis of the study and the analysis of the findings.
Learning Outcomes
As a result of this session learners will be able to:
A) differentiate self-efficacy from self-esteem and other self-conceptualizations.
B) discuss the effect of modeling on self-efficacy.
C) describe a basic narrative study.
D) explain the basic steps of Gilligan’s voice-centered method of narrative analysis.
E) practice critical, democratic dialogue concerning study findings and interview protocol.
F) serve as a sounding board by reporting questions and/or concerns about study approach and/or findings to presenter and other attendees.
G) describe the responsibilities of conducting a roundtable presentation.
Session Description
The presenter will summarize and analyze a narrative study in which participants/coresearchers recount their lived experiences of those who have acted as models (family, friends, coworkers, and teachers) for or against social justice in a storied, or personal narrative, format. The presenter has developed interview questions and prompts which are aimed at getting to the heart of participants’ experiences. Attention is paid to the details of each individual participant’s narrative. This approach is taken to provide understanding on how and why each participant narrates her story in the manner she has narrated and what these experiences and narratives tell educators preparing adults to teach for social justice in reference to their identity development, critical thinking abilities/preparedness, and how they model teaching for social justice. Session attendees will be asked to provide suggestions for improvement to interview protocol for to improve on future research.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Wednesday November 6
Primary Presenter
Christen Warrington-Broxton, M.S., Lesley University
Work Title
graduate student