This book builds upon the self-study of teacher education practices (S-STEP) literature, research in teacher education, and perspectives on criticality and social justice. It explores critical self-study of teacher education practices as the systematic investigation of professional practice for self-improvement and the advancement of social justice by resisting inequitable systems, practices, and deficit-based ideologies. The volume provides readers with a conceptual and practical guide on the research of practice as connected with, and part of, social justice movements and equity efforts. Its major contribution is the articulation of 3 guiding commitments, or principles, that undergird critical self-study research: The first is engaging with critical consciousness; followed by enabling equity through methodology; and the final one is enacting advocacy. The text attends to ways researchers can employ critical self-study to conceptualize, investigate, and report their practices and situate issues of power, privilege, and oppression. A distinct feature of the book is the articulation of equity-based considerations for the development, deployment, and dissemination of a critical self-study. Guiding prompts, exercises, and suggested readings are provided to support readers of the volume in designing their own critical self-studies.

Self-study researchers, critical pedagogues and researchers, and scholar-practitioners will benefit from the unification of critical inquiry and criticality with self-study research. This volume invites self-study researchers to engage in critical explorations, and critical researchers to engage with self-study methods.

Provides a cohesive conceptualization of critical self-study for teacher education and professional practice Suggests ways of connecting professional practice and self-study research with equity and social justice Includes practical examples to illustrate the volume's conceptual arguments

Autorentext

Adrian D. Martin, Ph.D., is a professor in the Department of Teaching, Learning, and Literacy at New Jersey City University, USA. His scholarship attends to equity and social justice issues in education, teacher preparation, pedagogy, research methods, and the self-study of teacher education practices. Dr. Martin has presented his research at numerous regional, national, and international conferences and has published in various peer-reviewed journals.

Inhalt

Part I. Critical Self-Study and Committing to Engage with Critical Consciousness.- Chapter 1. Introduction: Committing to Social Justice through Critical Self-Study of Teacher Education Practices.- Chapter 2. Critical Consciousness and Critical Self-Study: Centering Equity in Thought and Inquiry.- Chapter 3. Positionality in Critical Self-Study Research: Knowing Oneself to Ally With Others.- Part II. Critical Self-Study and Committing to Enable Equity Through Methodology.- Chapter 4. Critical-Study Methodology: Ontology, Theoretical Frameworks, and Conceptual Lens as Enabling Elements.- Chapter 5. Critical Self-Study in the Postmodern and Posthuman World:Considerations for Methodological Deployment.- Chapter 6. Critical Self-Study Research Findings: Enabling Equity through the Appraisal of Professional Practice.- Chapter 7. Critical Self-Study Research Recommendations: Equity-oriented implications for pedagogy, research, professional activities, and activism.- Part III. Committing to Enact Advocacy for Equity through Critical Self-Study.- Chapter 8. Critical Friendships and Trustworthiness in Critical Self-Study: Strategic Resistance and Persistence through Working with Others.- Chapter 9. The emergence of professional identity and equity-centered pedagogy: A critical self-study of teacher education practices.- Chapter 10. In Conclusion (But This is not the End): The Future of Critical Self-Study in the Face of Socio-political-ecological Precariousness.