Crossing Boundaries and Building Learning Communities (Glenda Moss)
	Quantity in Basket:none Code: 978-1-57273-720-4 Price:$23.95 Title: Crossing Boundaries and Building Learning Communities Author(s): Glenda Moss Publish Date: January 2009 Pages: 216 Format: Paper
	Quantity:
This book addresses the boundaries between teacher education scholarship and preparation for practice in a multicultural society. Teachers' voices as scholarly practitioners, capable of critiquing their profession, and brought to the forefront as key actors in the process of democratizing education. The author proposes connecting two research paradigms, critical ethnography and narrative inquiry, as tools for translating critical pedagogy into teacher education and K-12 practice. Chapter 1 examines the state of critical education and critical ethnography as a backdrop for understanding the void and need of critical ethnographies as leadership praxis in the field of education. It introduces the main thesis that narrative inquiry needs to be theoretically and practically built in the struggle for more democratic social relations both in schools as well as in teacher education. Chapter 2 presents a comprehensive literature review of critical theory in education and chapter 3 presents a history of critical ethnography and narrative inquiry in educational research. Chapter 4 serves as a transitional or border-crossing chapter between theory and practice. The remaining chapters focus on critical narrative ethnographic studies as examples of a kind of participatory action research. The final chapter continues to develop the concept of preservice teacher research development as integral to the process of becoming social agents of change. Contents: FOUNDATIONS OF CRITICAL NARRATIVE ETHNOGRAPHY. Narrative Analysis of Translating Critical Pedagogy into Practice: Author's Personal and Professional Story of Experience. Interlude One. Provisions of Trustworthiness in Critical Narrative Research: Bridging Intersubjectivity and Fidelity. Interlude Two. CRITICAL ETHNOGRAPHIES, POSTFORMAL METHODS, AND NARRATIVE ANALYSIS. Crossing Cultural Borders through Intersubjectivity: Critical Multicultural Critique and Issues of Fidelity in Postformal Narrative Inquiry. Authentic Research Participation in Learning to Teach through Portfolio Narrative Development: A Fidelity Issue. Multicultural Transformation through Action Research: Notes from Preservice Teachers. Interlude Three. NARRATIVE INQUIRY FOR CRITICAL PARTICIPATION. Can Critical Education Research be a Factor in Opposing the Standards Movement?: Critical Multicultural Hope. Amish Teachers Dialogues with Teacher Educators: Research, Culture, and Voices of Critique. African American New Teachers' Critical Stories: Social and Political Nature of Learning to Teach, Becoming Certified, and Teaching. IMPLICATIONS FOR TEACHER EDUCATION PRACTICE AND PROFESSIONAL DEVELOPMENT. Narrative Use and the Revitalization of Teacher Education. Author Index. Subject Index.