Abstract
HELPING TEACHER CANDIDATES REASSESS THEIR EDUCATIONAL philosophy is a vital aspect of preparing the current generation of candidates to become innovative teachers. Because of federal mandates that have emphasized accountability for the last two decades (Ravitch 2010), this generation of American teacher candidates, most often educated in schools that were focused on accountability rather than children’s learning, may have never experienced student-centered teaching as students. This trend of focusing on accountability has been strongest in urban schools (Schneider 2011), making it even less likely that teacher candidates from these settings might have had firsthand experience with inquiry-driven curricula.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Agee, J. M. 1997. “Readers Become Teachers of Literature.” Journal of Literacy Research 29 (3): 397–431.
Amanti, C. 2005. “Beyond a Beads and Feathers Approach.” In Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms, edited by N. Gonzalez, L. C. Moll, and C. Arnanti, 131–42. Florence, KY: Lawrence Erl-baum Associates.
Calderhead, J. 1989. “Reflective Teaching and Teacher Education.” Teaching and Teacher Education 5: 43–51.
Charmez, K. 2006. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London: Sage.
Dean, P., T. Daspit, P. Munro. 1998. Talking Gumbo: A Teacher’s Guide to Using Oral History in the Classroom. Baton Rouge, LA: T. Harry Williams Center for Oral History, Louisiana State University.
Denzin, N. K., and Y. S. Lincoln. 2003. “Introduction: The Discipline and Practice of Qualitative Research.” In The Landscape of Qualitative Research: Theories and Issues, edited by N. K. Denzin and Y. S. Lincoln, 1–46. Thousand Oaks, CA: Sage.
Dewey, J. 1938. Education and Experience. New York: Touchstone.
Dewey, J. (1956) 1990. The School and Society and The Child and the Curriculum. Reprint, Chicago: University of Chicago Press.
Freire, P. 1987. “Letter to North American Teachers.” In Freire for the Classroom, edited by I. Shor, 212–14. Portsmouth, NH: Boynton/Cook.
Freire, P. 1993. Pedagogy of the Oppressed. New York: Continuum Books.
Fried, R. L. 2001. “Passionate Learners and the Challenge of Schooling.” Phi Delta Kappan 83 (2): 124–36.
Glaser, B., and A. Strauss. 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine.
Gonzalez, N., L. Moll, and C. Amanti. 2005. “Introduction: Theorizing Practices.” In Funds ofKnowledge: Theorizing Practices in Households, Communities, and Class-rooms, edited by N. Gonzalez, L. C. Moll, and C. Amanti, 1–28. Florence, KY: Lawrence Erlbaum Associates.
Hogg, L. 2011. “Funds of Knowledge: An Investigation of Coherence within the Literature.” Teaching and Teacher Education 27 (3): 666–77.
Johnson, E. C. 2007. “Involving Preservice Teachers in Collecting and Performing Oral Stories.” The Social Studies 98 (5): 197–99.
Lortie, D. 1975. Schoolteacher: A Sociological Study. London: University of Chicago Press.
Kelin II, Daniel A. 2005. To Feel as Our Ancestors Did: Collecting and Performing Oral Histories. Portsmouth, NH: Heinemann.
Mercado, C. 2005. “Reflections on the Study of Households in New York City and Long Island: A Different Route, a Common Destination.” In Funds ofKnowledge: Theorizing Practices in Households, Communities, and Classrooms. N. Gonzalez, L. C. Moll, and C. Amanti, 233–56. Florence, KY: Lawrence Erlbaum Associates.
L. Moll, C. Amanti, D. Neff, and N. Gonzalez. 1992. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms”. Theory Into Practice 31 (2): 132–41.
Moll, L. 2005. “Reflections and Possibilities.” In Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms, edited by N. Gonzalez, L. C. Moll, and C. Amanti, 275–88. Florence, KY: Lawrence Erlbaum Associates.
Moore, R. 2003. “Reexamining the Field Experiences of Preservice Teachers.” Journal of Teacher Education 54 (1): 31–42.
Olmedo, I. M. 1997. “Family Oral Histories for Multicultural Curriculum Perspectives.” Urban Education 32: 45–62.
Oughton, H. 2010. “Funds of Knowledge: A Conceptual Critique.” Studies in the Education of Adults 42 (1): 63–78.
Ravitch, D. 2010. The Death and Life of the GreatAmerican School System: How Testing and Choice Are Undermining Education. New York: Basic Books.
Short, K., J. Schroeder, J. Laird, G. Kauffman, M. J. Ferguson, and K. M. Crawford. 1996. Learning Together through Inquiry: From Columbus to Integrated Curriculum. Portland, ME: Stenhouse.
Shrock, R. 2004. “The Perils They Face: Using KeyTexts to Prepare Passionate Teachers for an Unfriendly World.” Teacher Education Quarterly 31 (4): 65–71.
Schneider, J. 2011. Excellence for All: How a New Breed of Reformers Is Transforming America’s Public Schools. Nashville, TN: Vanderbilt University Press.
Stokes, C. B. 2000. Like It Was: A Complete Guide to Writing Oral History. New York: Teachers and Writers Collaborative.
Sugarman, S. 2010. “Seeing Past the Fences: Finding Funds of Knowledge for Ethical Teaching.” The New Educator 6 (Summer): 96–117.
The City College of New York website. Accessed July 29, 2011. http://wwwl.ccny.cuny.edu/current/index.cfm.
Wisehart, R. 2004. “Nurturing Passionate Teachers: Making Our Work Transparent.” Teacher Education Quarterly 31 (4): 45–53.
Editor information
Copyright information
© 2013 Gay Wilgus
About this chapter
Cite this chapter
Blumenreich, M. (2013). Discovering Inquiry-Based Learning Through Oral History Projects. In: Wilgus, G. (eds) Knowledge, Pedagogy, and Postmulticulturalism. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137275905_2
Download citation
DOI: https://doi.org/10.1057/9781137275905_2
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-44641-4
Online ISBN: 978-1-137-27590-5
eBook Packages: Palgrave Education CollectionEducation (R0)