Occupy Activists, Moved or Not by Secondary Teachers

Autor/in	Abendroth, Mark
Titel	Occupy Activists, Moved or Not by Secondary Teachers
Quelle	In: International Journal of Progressive Education, 10 (2014) 1, S.6-17 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Activism; Secondary School Teachers; Focus Groups; Social Justice; Progressive Education; Teacher Influence; Interviews; Student Experience; Social Change; New York + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Soziale Gerechtigkeit; Reformpädagogik; Progressive Erziehung; Interviewing; Interviewtechnik; Studienerfahrung; Sozialer Wandel
Abstract	This article explores whether and how activists who identify with the Occupy movement think of their secondary schooling as influential upon their activism. Testimonies of six activists from two small focus groups reveal a range from those who claimed no such influence to those who saw a significant connection. The diversity among the six was limited: five were male; two identified themselves as mixed-race, and the other four as white; three were younger than twenty-seven. Each individual's account of various influences other than education was unique. When the topic turned to secondary education, though, there were intensified expressions from sadness to anger to irony to delight among the participants. As the findings of this study show, formal education has hindrances and possibilities in fostering change agency for social justice. Increasing the possibilities is the work of critical educators. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10