Teachers As Cultural Workers: Letters To Those Who Dare Teach

By P. Freire. 2018

1,502 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/882801be373c880378f4388c7e8b661d026f773d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. C. Barnes
2. Mariana Souto-Manning
3. C. Mitchell
4. Eric Gutstein
5. K. Swick
6. L. Brady
7. L. Benade
8. D. Martin

Citations in the corpus

• Teachers’ Beliefs about Parent and Family Involvement: Rethinking our Family Involvement Paradigm (2006, background): “When teachers open themselves to recognize the different roads students take in order to learn, they will become involved in a continual reconstruction of their own paths of curiosity, opening the door to habits of learning that will benefit everyone in the classroom ( Freire, 1998, front flap).”
• “And That's Just how it Starts”: Teaching Mathematics and Developing Student Agency (2007, background): “Lupe, though only a seventh grader and not yet ready herself to make a public statement, wrote the world in this situation by making sure that her teacher responded and acted as a “political militant” (Freire, 1998).”
• Teacher Values and Relationship: Factors in Values Education. (2011, background): “Two of the arguably more enduring profiles of teacher qualities/values that are desirable in establishing teacher-student relationships to optimise learning are those of Carl Rogers (1969) and Paulo Freire (1998).”
• The Role of Action Research in Fostering Culturally-Responsive Practices in a Preschool Classroom (2009, background): “This reflection indicates the need to take a humble stance ( Freire 1998 ), and embody the position of a learner and teacher, blurring the boundaries of teacher and learner (Freire 1970), and learning alongside the children, their parents, and families.”
• Preparing Preservice Teachers to Teach in a Culturally Responsive Way. (2006, background): “As a result, these preservice teachers could begin to affirm the notion that what is different is inferior (Freire, 1998).”
• Teachers’ Critical Reflective Practice in the Context of Twenty-first Century Learning (2015, background): “Freire (2005) argued that teachers’ words and actions must be consistent, and failure to be so is nothing short of an ethical failure.”