Educators are charged to impart the principles of morality, truth, justice, patriotism, and a true comprehension of the rights, duties, and dignity of American citizenship. The question is whose values are being taught to insure the above outcomes? Teachers’ beliefs and values are usually not identified as causal factors with student academic or behavioral outcomes for children of color. This qualitative study examines three case studies exploring the impact of teachers’ personal values on their citizenship/character education curriculum design and implementation. Through journals, interviews, and field notes all of the participants including myself provided a collaborative narrative studying the relationship of participant life experiences with their teaching practice. Current research on culturally relevant pedagogy, teachers’ beliefs about urban children of color, and the history of character education provided the conceptual framework for this study.
The three themes that emerged from the cross analysis are the importance of a creating a well-developed teaching philosophy, demonstrating the value of trust in practice, and including parental involvement. The conclusion summarizes the participants’ common beliefs about urban children of color in the areas of intelligence, sensitivity, boldness, and desire for leadership that does not give up on children of color. The significance of this study is pertinent to pre-service teaching programs which need to address the connection between what motivates teachers to teach urban school children, the commonly held “deficit lens view” about children of color in urban schools, and new teachers’ practice. The final point to consider is employing the pedagogy of “culturally relevant” teaching to inform teacher practice to insure that citizenship with dignity is the objective across the curriculum for urban children of color.
|Commitee:||Casanares, Sharon, Ketelle, Diane, Zirkel, Sabrina|
|School Location:||United States -- California|
|Source:||DAI-A 71/01, Dissertation Abstracts International|
|Subjects:||Social studies education, Curriculum development|
|Keywords:||Beliefs, Character education, Children of color, Deficit lens view, Teacher beliefs, Values|
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