Open AccessPreservice Teachers’ Perceptions of Immigrants and Possibilities of Transformative Pedagogy: Recommendations for a Praxis of "Critical Aesthetics"
Author(s) -
Morna McDermott,
Nancy Rankie Shelton,
Stephen G. Mogge
Publication year - 2012
Publication title -
international journal of multicultural education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.472
H-Index - 16
ISSN - 1934-5267
DOI - 10.18251/ijme.v14i2.494
Subject(s) - transformative learning , praxis , pedagogy , sociology , critical pedagogy , perception , aesthetics , immigration , teacher education , epistemology , philosophy , political science , law
72Normal 0false false falseEN-US X-NONE X-NONETo address anti-immigration sentiments revealed by preservice educators, the authors conducted a workshop using a “critical-aesthetic praxis.” The purpose of the workshop was to create a praxis (Freire, 1970;1998) of critical aesthetics (Carey, 1998) in which preservice teachers engaged in a series of aesthetically grounded experiences aimed at revealing and disorienting their previously conceived notions about immigration. The workshop lay the groundwork for a re-orientation of understanding based on perspectives of the “the Other” and builds a transformative curriculum in teacher education programs. Such practices must become more integral facets of teacher preparation programs to promote an anti-racist pedagogy.