Leveraging Mindful Abstraction as a Tool for Liberation: Lessons from an International Education Undergraduate Course

Autor/inn/en	Arce-Trigatti, Andrea; Anderson, Ashlee B.
Titel	Leveraging Mindful Abstraction as a Tool for Liberation: Lessons from an International Education Undergraduate Course
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 2, S.331-350 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1856983
Schlagwörter	Preservice Teachers; International Education; Educational Policy; Teaching Methods; Preservice Teacher Education; Neoliberalism; Social Justice; Equal Education; Student Diversity; Education Courses; Metacognition; Abstract Reasoning; Undergraduate Students; Transfer of Training; Transformative Learning + Suchen Sie Ihr Suchwort? Internationale Erziehung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Neo-liberalism; Neoliberalismus; Soziale Gerechtigkeit; Fortbildungskurs; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Abstraktes Denken; Denken; Training; Transfer; Ausbildung; Pädagogische Transformation
Abstract	With this article, we trace how specific pedagogical techniques can help pre-service teachers connect abstract topics related to international education policy to their own experiences and those of their future student populations. Currently, there is an increased focus in teacher education, at least discursively, on understanding issues related to equity and social justice pertaining to student access, achievement, and success. However, the vast majority of teachers who are initiated into U.S. classrooms have been trained in a neoliberal system that favors inherently inequitable market-based policies, thus making it difficult for them to understand the influences of these engendered policies on the student populations they teach. Leveraging the notion of hooks' "engaged pedagogy," we explore how the use of mindful abstraction techniques help our pre-service teachers better understand the implications of education policy measures, both neoliberal and social progressive in nature, for diverse student populations to liberate them from the inherent biases that come from growing up in a neoliberal system. Specifically, we present a case study of an undergraduate International Education course wherein students work collaboratively to develop hypothetical school systems that address real-world educational issues in both developed and developing nation contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01