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Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry

Rector-Aranda, Amy
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702

Abstract Details

2017, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
This dissertation is an analysis of four semesters/cycles of practitioner and participatory action research inquiry on my use of critically compassionate intellectualism (CCI)—a framework of critical pedagogy, authentic caring, and a social-justice curriculum and purpose—to humanize an educational foundations course for pre-service teachers in a large urban, Midwestern university. A critical interpretation of social justice teacher education requires an uncompromising commitment to challenge the structural and cultural conventions that continue to marginalize certain students while privileging others. This is most likely to be accomplished by foregrounding consciousness-raising, anti-oppressive, and humane principles not only as educational aims, but, importantly, as keys to educational practice. With critical pedagogical theory and relational–cultural theory as frames, I examine how my implementation of CCI influenced my policies, practices, and pedagogy, and what this meant for students’ learning and other experiences in the course. Additionally, I explore how CCI guided my methodological choices in the original four cycles of inquiry, as well as this fifth cycle of critical qualitative analysis. Findings from the study show that students valued the respect and care they experienced through this framework and were able to envision affording their own students the same relational support, which many began enacting immediately in their accompanying field experiences. Most felt empowered to take charge of their own learning and goals, to become critically reflective practitioners, and wanted to act as advocates and change agents for their diverse students. However, certain structural and personal limitations hindered our ability to enact more physically engaged and proactive interventions that would have strengthened their CCI experience. In the final analysis, it was both in spite of and because of these imperfections that I was able to realize my own moral vision of socially just teacher preparation, where reflexivity, critical consciousness, and compassion became assets to both their learning and my own continuing growth as a teacher educator.
Miriam Raider-Roth, Ed.D. (Committee Chair)
Mary Brydon-Miller, Ph.D. (Committee Member)
Mark Kohan, Ph.D. (Committee Member)
Stephen Kroeger, Ed.D. (Committee Member)
Helen Meyer, Ph.D. (Committee Member)
256 p.
Teacher Education
relational-cultural theory; social justice education; teacher education; critical pedagogy; action research; diversity

Recommended Citations

Citations

  • Rector-Aranda, A. (2017). Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702

    APA Style (7th edition)

  • Rector-Aranda, Amy. Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry. 2017. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702.

    MLA Style (8th edition)

  • Rector-Aranda, Amy. "Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry." Doctoral dissertation, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702

    Chicago Manual of Style (17th edition)

ucin1491303424138702
1,131
© 2017, some rights reserved.Creative Commons License Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry by Amy Rector-Aranda is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Cincinnati and OhioLINK.