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NCSS College and University Faculty Assembly 2017

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Constantly Becoming: An Examination of Critical Social Studies Praxis

This case study examines critically identifying social studies teacher ontological posture and praxis. The study found critical teachers negotiate dialectical classroom tensions as their criticality circling pedagogy and content. Critical teachers, furthermore, demonstrate a range of reflexivity and are united by their desire for promoting social justice, transformation, and action.

Author(s):

Kevin Magill
Baylor University
United States

 

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