An investigation of teacher understandings of justice in the context of evangelical christian schooling /
Files
(Published version)
Date
2019
Authors
Price, Tracey
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
thesis
Citation
Statement of Responsibility
Conference Name
Abstract
In an Australian context, and through a critical theory framework, this research investigates teachers’ understandings of justice and the nature of beliefs about justice in evangelical Christian schooling. This thesis contends that, through liberating praxis, conscientization and humanization, Freire’s (2011) critical pedagogy provides a positively subversive approach to develop teacher understandings of justice, to challenge hegemonic concepts of justice, and to enhance the transformational efficacy of Christian education. Critical pedagogy enables teachers to more effectively engage in teaching both transformationally and justly for justice. Just pedagogy legitimises teacher and student shared learning, and enables just understandings that can recognise, contextualise and challenge injustices of constraint and illegitimate use of power in a neoliberal society.
School/Discipline
University of South Australia. School of Education.
School of Education.
School of Education.
Dissertation Note
Thesis (Doctor of Education)--University of South Australia, 2019.
Provenance
Copyright 2019 Tracey Price.
Description
1 ethesis (viii, 249 pages) :
colour illustrations.
Includes bibliographical references (pages 195-212)
colour illustrations.
Includes bibliographical references (pages 195-212)
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506 0#$fstar $2Unrestricted online access