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Disruptive Practices: Enacting Critical Pedagogy through Meditation, Community Building, and Explorative Spaces in a Graduate Course for Pre-Service Teachers
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Helmer, Kirsten – Journal of Classroom Interaction, 2014
This study showcases classroom interactions that reveal the transformational potential of educational practices which disrupt traditional notions about teaching and learning. These disruptive practices create qualitatively different social relations within a classroom which open spaces for students to co-create knowledge in new and creative ways.…
Descriptors: Preservice Teachers, Critical Theory, Metacognition, Sense of Community