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Beyond Economics: Using Social Class Life-Based Literary Narratives with Pre-Service and Practicing Social Studies and English Teachers

Beyond Economics: Using Social Class Life-Based Literary Narratives with Pre-Service and... Abstract: In this article, we propose that one way of engaging pre-service and practicing high school Social Studies and English teachers in critical conversations about social class is through the use of life-based literary narratives. By expanding upon Phillion and He's (2004) work around the pedagogical and curricular potential of using life-based literary narratives in multicultural education courses with pre-service teachers, we explore the possibilities of their approach for developing critical understandings of social class among pre-service and practicing Social Studies and English teachers in undergraduate multi-cultural education courses and professional development book groups. Effective use of life-based literary narratives shows more potential for moving practicing and pre-service teachers toward an understanding of the complexities of social class than traditional approaches. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Beyond Economics: Using Social Class Life-Based Literary Narratives with Pre-Service and Practicing Social Studies and English Teachers

The High School Journal , Volume 92 (3) – Feb 20, 2009

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Publisher
University of North Carolina Press
Copyright
Copyright © 2009 The University of North Carolina Press
ISSN
1534-5157
Publisher site
See Article on Publisher Site

Abstract

Abstract: In this article, we propose that one way of engaging pre-service and practicing high school Social Studies and English teachers in critical conversations about social class is through the use of life-based literary narratives. By expanding upon Phillion and He's (2004) work around the pedagogical and curricular potential of using life-based literary narratives in multicultural education courses with pre-service teachers, we explore the possibilities of their approach for developing critical understandings of social class among pre-service and practicing Social Studies and English teachers in undergraduate multi-cultural education courses and professional development book groups. Effective use of life-based literary narratives shows more potential for moving practicing and pre-service teachers toward an understanding of the complexities of social class than traditional approaches.

Journal

The High School JournalUniversity of North Carolina Press

Published: Feb 20, 2009

There are no references for this article.