Here is the synopsis of our sample research paper on What It Means To Become A Critical Educator. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
A 3 page paper that discusses the major thoughts of three authors, Brookfield, Freire and Hinchey, in terms of being a critical educator. These descriptions lead to the writer's thesis of what becoming a critical educator means. Bibliography lists 5 sources.
Page Count:
3 pages (~225 words per page)
File: MM12_PGcrted.rtf
Buy This Term Paper »
Unformatted sample text from the term paper:
suggests a critical educator is one who gives a voice to the voiceless and also one who does not accept the status quo (1998). Hinchey also describes a critical educator
as one who questions the status quo and one who attempts to identify any misconceptions teachers may be brought into the classroom (2004). Hinchey goes on to say that a
teachers ideas of what is right may not be universal laws (2004). Ideas about what is right are based on cultural experiences (Hinchey, 2004). Brookfield, in his work, Becoming a
Critically Reflective Teacher thoughtfully guides teachers through the processes of becoming critically reflective about teaching, that is, creating conditions under which each person is respected, valued and heard - where
teachers need to reflect on what they are doing and why (Brookfield, 1995, p. xiii). Freire encourages teachers "to reflect critically on the meaning of the act of teaching as
well as the meaning of learning" (1998, Forward). Based on these three authors, becoming a critical educator can be described as first examining and identifying any misconceptions one would
bring into the classroom as a teacher, as thinking critically about what it means to learn and to teach, as questioning the status quo insofar as the effects of policies
and practices on the quality of student learning and as creating conditions under which each person is respected, valued and heard. This is a multilevel and complex description of what
it means to become a critical educator but becoming a critical educator is a complex and multifaceted endeavor. Freire implied that "true" education was "dialogic exchange between teachers and
students, where both learn, both question, both reflect and both participate in meaning-making" (Wallerstein, 1987, p. 43-44). This is an essential component in determining ones own definition of what a
...