SOEs with SFE: Forwarding the Work of the Liberal Arts in Democratic Community

Twelve leading Social Foundations of Education (SFE) scholars describe their professional work in the field. The research question within this oral history study is: In what ways do SFE scholars express the importance of the Liberal Arts (LA) framework for the community of educational stakeholders i...

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Bibliographic Details
Published in:Educational studies (Ames) 2021-11, Vol.57 (6), p.587-606
Main Authors: Benchik-Osborne, Jacquelyn R., McDonough, Susan S., Porfilio, Brad J.
Format: Article
Language:English
Subjects:
Classrooms
College Faculty
Community
Correlation
Criticism
Democracy
Democratic Values
Educational Philosophy
Elementary Secondary Education
Foundations of Education
Higher Education
Learning Processes
Liberal Arts
Methods Courses
Oral History
Perspective Taking
Preschool Education
Schools of Education
Social Justice
Teacher Attitudes
Teacher Education Programs
Teacher Educators
Teachers
Teaching
Teaching Methods
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Summary:Twelve leading Social Foundations of Education (SFE) scholars describe their professional work in the field. The research question within this oral history study is: In what ways do SFE scholars express the importance of the Liberal Arts (LA) framework for the community of educational stakeholders in a democracy? The respondents explain the degree to which democratic teaching and learning-building voice, perspective, and point-of-view of the individual within community-supports growth in society and prepares classroom teachers to do such work. Moreover, they identify SFE as a significant field that leverages the LA framework of critique and deep thinking in teacher preparation coursework. The respondents note the importance of a strong relationship between SFE and Schools of Education (SOEs) methods faculty. They describe how SFE, with LA, advances democratic practices, essential to the work of SOE methods faculty, teachers of PreK-20+ classrooms, and the communities they serve.
ISSN:0013-1946
1532-6993
DOI:10.1080/00131946.2021.1919676