![]() As an alternative to traditional approaches, she prefers to be culturally responsive. While she would rather teach literature that reflects the culture of her students, she is instead required to teach British literature. ![]() ![]() This article explores the experience of one teacher who confronted the constraints of mandated curriculum.Ĭarla, the teacher described in this study, faces mandated curriculum and content that conflicts with what she knows is relevant for her students. Inspired by catalysts for learning, this article is meant to be a celebration of teachers who are willing to transgress, the teachers who are willing to value their students in the classroom more than they value the content of the classroom. ![]() She calls these courageous teachers, who are willing to transgress, “catalysts” for learning (p. It is that movement which makes education the practice of freedom” (p. Praising educators who are willing to confront superficial constraints, she states “I celebrate teaching that enables transgressions-a movement against and beyond boundaries. In Teaching to Transgress, bell hooks (1994) discusses teachers who take risks and adapt to the needs of their learners. ![]()
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