INSPIRED TEACHING: An Exploration of Enacting the Curriculum, Deepening Social Justice Consciousness, and Creating an Ethos of Caring in Saskatoon Secondary Classrooms
This thesis is an open-hearted exploration of inspired teaching through the lived and shared experiences of secondary urban public school teachers. This exploration includes appreciations of the deeper purposes of education, understandings of critical pedagogy in action as well as stories of inclusiveness embodied in classrooms. The vision for this research pursuit has been followed through an inquiry of one key critical question that has guided the investigation, namely, how does the process of enacting curriculum create an ethos of caring, a deepened consciousness for social justice and enhanced student engagement? This thesis will explore six main areas as follows: First, an introduction that will explore the imperative for this research exploration. Second, a literature review that will explore a deepened understanding of the landscape of pathways of thinking that support this journey. Third, a consideration of method and logy that will explore the how and who of the positive momentum that has propelled this inquiry forward towards new learning. Fourth, accounts of what constitutes the purpose of education including what the essence of education is, core characteristics of teaching practices, understandings of social justice education, and characterizations of the enacted curriculum. Fifth, analysis of teaching pedagogy including descriptions of best practices, impacts of deliberate pedagogy on student engagement, examples of social justice education in action, as well as emergent themes from my study. Sixth, this thesis will conclude with acknowledgements of the limitations of my research as well as considerations for further study.
Enacted curriculum, social justice, best practices, pedagogy, teacher engagement, student success, care
Master of Education (M.Ed.)