Culturally responsive pedagogy action research and teacher change : becoming responsive through responsive becoming /
Files
(Published version)
Date
2022
Authors
Diplock, Abigail
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
thesis
Citation
Statement of Responsibility
Conference Name
Abstract
This research explores the experiences of five teacher researchers who were involved in a larger project: Towards an Australian Culturally Responsive Pedagogy (CRP). Participating teachers undertook action research with many reporting that they experienced profound changes to who they were as teachers. This research examined how they felt they had changed and what it was that had provoked these changes. Ethnographically informed classroom observations and interviews showed that the teachers’ CRP action research meant that they took experimental approaches to their practice to engage dialogically with their students. Drawing on affect theory indicated that this moved the teachers to be more affectively open which enabled possibilities for their own changes as teachers. In other words: through becoming responsive they became open to their own responsive becoming.
School/Discipline
University of South Australia. UniSA Education Futures.
UniSA Education Futures
UniSA Education Futures
Dissertation Note
Thesis (PhD(Education)Curriculum, Education Studies)(DUCIER)--University of South Australia, 2022.
Provenance
Copyright 2022 Abigail Diplock
Description
1 ethesis (xvi, 299 pages) :
colour illustrations.
Includes bibliographical references (pages 236-293)
colour illustrations.
Includes bibliographical references (pages 236-293)
Access Status
506 0#$fstar $2Unrestricted online access