Audrey Thompson

Prospective Teachers’ Problem Solving in Online Peer-Led Dialogues

In this self-study of a secondary teacher education course, the authors investigated whether there was evidence of critically reflective problem solving on the part of prospective teachers who participated in a peer-led online discussion of a teaching case about English-language learners. They also examined what approaches to multicultural education the peer-led dialogues suggested. Using the tools of discourse analysis to analyze the dialogue, they found some evidence of reflective problem solving. However, few students engaged in critical reflection, which entails examining the sociopolitical consequences of solutions and promoting social change through community action projects. Furthermore, many responses reflected deficit theories, stereotypical thinking, and technical-rational problem solving. Interwoven with the analysis of the students’ discussion is a self-study dialogue reflecting on the instructor’s curriculum and pedagogy. The self-study addresses what the authors have learned about how teacher educators foster critically reflective problem solving regarding issues of language, culture, and race.

For: Anti‐Racist Education

AbstractThis paper argues that democratic education in a racist society requires anti-racist pedagogy. Because traditional approaches to democratic education conceive racism in terms of personal pr...

Caring in Context: Four Feminist Theories on Gender and Education

Abstract The purpose of this article is to put the problematic claims made for educational caring in context by indicating how three competing feminist analyses have addressed the question of gender inequity. Neither from the liberal perspective offered by socialization theory nor from the leftist perspectives offered by structural and deconstructive analyses can caring be considered an adequate solution to educational inequity. Indeed, because “caring” as theorized in gender difference theory turns upon specifically Western, white, middle-class, and heterosexual assumptions about gender and femininity, it risks contributing to patterns of educational exclusion. To understand both the promise and the limitations of gender difference theory, it is necessary to evaluate that theory in the context of other influential educational feminist theories.