Critical Content Knowledges in the English Language Arts Classroom: Examining Practicing Teachers' Nuanced Perspectives

Autor/inn/en	Dyches, Jeanne; Boyd, Ashley S.; Schulz, Jessica M.
Titel	Critical Content Knowledges in the English Language Arts Classroom: Examining Practicing Teachers' Nuanced Perspectives
Quelle	In: Journal of Curriculum Studies, 53 (2021) 3, S.368-384 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1836260
Schlagwörter	English; Pedagogical Content Knowledge; Language Arts; Standards; Social Justice; Teaching Methods; Secondary School Students; English Teachers; Criticism; Disadvantaged; Gender Differences; Racial Differences; Self Concept; Secondary School Teachers + Suchen Sie Ihr Suchwort? English language; Englisch; Pädagogische Kompetenz; Sprachkultur; Standard; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Kritik; Geschlechterkonflikt; Rassenunterschied; Selbstkonzept
Abstract	Manifest in research, national policy, and instructional standards, the United States has a long-documented interest in teachers as 'content experts.' Yet, research offers limited empirical examinations of teachers' discipline-specific critical content knowledges--their curricular agility in noticing and disrupting power and oppression, and working to promote empowerment, joy, and liberation. Accordingly, this study asks: what critical content knowledges are most prominent among social justice-oriented secondary English language arts (ELA) teachers, and how do teachers understand and describe these knowledges? Using collective case study methodologies, this study investigates interview data from five ELA teachers to understand participants' critical content knowledges and their descriptions of these knowledges. Data were interpreted through deductive and inductive coding and analysis. Findings reveal that teachers' most prominent critical content knowledges include a) knowledge of disciplinary critique; b) knowledge of marginalized identities; and c) knowledge of supplementary content. Limitations to teachers' critical content knowledges include a narrow race and gender foci, and discursive avoidance of explicitly naming marginalized identities. Implications for future research aimed at better understanding, supporting, and expanding teachers' critical content knowledges are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01