{"title":"一堂课是不够的：从小学教师教育的批判性种族媒体素养课程中学习","authors":"Sarah B. Shear, Andrea M. Hawkman","doi":"10.1080/15210960.2022.2162527","DOIUrl":null,"url":null,"abstract":"The authors explore their use of critical race media literacy in an elective elementary teacher education course. Analysis of course work and reflexive conversations (between the authors) indicate the necessity to support preservice teachers’ embodiments of critical race media literacy, racial pedagogical content knowledge, and racial pedagogical decision making to enact critical pedagogies in their future elementary classrooms.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"21 - 29"},"PeriodicalIF":0.5000,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"One Class Is Not Enough: Learnings From a Critical Race Media Literacy Course for Elementary Teacher Education\",\"authors\":\"Sarah B. Shear, Andrea M. Hawkman\",\"doi\":\"10.1080/15210960.2022.2162527\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The authors explore their use of critical race media literacy in an elective elementary teacher education course. Analysis of course work and reflexive conversations (between the authors) indicate the necessity to support preservice teachers’ embodiments of critical race media literacy, racial pedagogical content knowledge, and racial pedagogical decision making to enact critical pedagogies in their future elementary classrooms.\",\"PeriodicalId\":45742,\"journal\":{\"name\":\"Multicultural Perspectives\",\"volume\":\"25 1\",\"pages\":\"21 - 29\"},\"PeriodicalIF\":0.5000,\"publicationDate\":\"2023-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Multicultural Perspectives\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/15210960.2022.2162527\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"SOCIOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Multicultural Perspectives","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15210960.2022.2162527","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"SOCIOLOGY","Score":null,"Total":0}
One Class Is Not Enough: Learnings From a Critical Race Media Literacy Course for Elementary Teacher Education
The authors explore their use of critical race media literacy in an elective elementary teacher education course. Analysis of course work and reflexive conversations (between the authors) indicate the necessity to support preservice teachers’ embodiments of critical race media literacy, racial pedagogical content knowledge, and racial pedagogical decision making to enact critical pedagogies in their future elementary classrooms.
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