Teaching in the borderland: critical practices in foundations courses |
| |
| Authors: | Sheri C Hardee Candace M Thompson Louise B Jennings Antonette Aragon Edward J Brantmeier |
| |
| Institution: | 1. Department of Education , Gainesville State College , Gainesville , GA , USA shardee@gsc.edu;3. Instructional Technology, Foundations and Secondary Education, University of North Carolina , Wilmington , NC , USA;4. School of Education, Colorado State University , Fort Collins , CO , USA;5. Center for Faculty Innovation, James Madison University , Harrisonburg , VA , USA |
| |
| Abstract: | Using first-person accounts of classroom experiences, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. The authors present this paper in two parts, the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice. All of the institutions represented have majority white populations, and many do not reflect the diversity of the communities in which they are situated. The need for borderland practices in social foundations courses is urgent in these areas. These pedagogical reflections, although not meant to be recipes for success, provide examples of practices that can serve to meet the growing demands from schools and communities for culturally competent, socially aware teacher–leaders, and reaffirm the critical importance of social foundations in teacher education. |
| |
| Keywords: | teacher education curriculum borderland theory teacher thinking and knowledge social foundations in education teacher socialization |
|
|
