Reflecting on the Intersection of Critical Pedagogy, Identities, and Spaces: An Indonesian Doctoral Student's Autoethnography

Autor/in	Sondari, Parawati Siti
Titel	Reflecting on the Intersection of Critical Pedagogy, Identities, and Spaces: An Indonesian Doctoral Student's Autoethnography
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 54 (2023) 1, S.183-196 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sondari, Parawati Siti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882211022057
Schlagwörter	Student Teachers; Teacher Educators; Doctoral Programs; Postcolonialism; Teaching Methods; Professional Identity; Self Concept; Summer Programs; Ethnography; Critical Theory; Educational Experience; Ideology; Teacher Education Programs; Foreign Countries; Foreign Students; Second Language Learning; Second Language Instruction; English (Second Language); Native Speakers; Teacher Characteristics; Indonesia; United States + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Doktorandenprogramm; Post colonialism; Postkolonialismus; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Sommerkurs; Ethnografie; Kritische Theorie; Bildungserfahrung; Ideologie; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Indonesien; USA
Abstract	To address a student-teacher educator perspective in the engagement of critical pedagogy (CP), I employed a critical and analytical autoethnography to self-investigate my lived experiences during coursework in a doctoral program in the United States. Framed in postcolonial CP in border-crossing notion, I engaged in critical and analytical autoethnography. I critically carried out thematic analysis on learning artifacts and personal memory during the Summer course 2020 which was expanded to analytical thematic analysis as I drew on artifacts and personal memory during coursework from Fall 2018 to Spring 2020. The analysis was intended to explore how CP was enacted during coursework and the implications of the enactment. Three key themes were identified: ideology work; co-construction of knowledge and mutuality; and imagined spaces and unfinishedness. The themes embodied the perceived enactment of CP in my coursework experience and they revealed how criticality intersected CP is with pedagogical practices, transformed identities, and spaces. They further served as the basis for implications for English teacher education programs and teacher educators in Indonesia to implement CP in a higher educational landscape. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01