Using Popular Films to Challenge Preservice Teachers’ Beliefs about Teaching in Urban Schools
Three popular films reflect many ideas that preservice teachers have about teaching in urban schools: Dangerous Minds, Stand and Deliver, and 187. These movies reinforce naïve beliefs about teaching and learning by depicting classrooms in which students find right answers, authentic learning consist...
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| Published in | Urban education (Beverly Hills, Calif.) Vol. 37; no. 1; pp. 77 - 95 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Thousand Oaks, CA
Sage Publications
01.01.2002
Corwin Press SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Three popular films reflect many ideas that preservice teachers have about teaching in urban schools: Dangerous Minds, Stand and Deliver, and 187. These movies reinforce naïve beliefs about teaching and learning by depicting classrooms in which students find right answers, authentic learning consists of using street language, and students are only extrinsically motivated. Teachers in these movies are defined by their personal involvement with students as they rescue them from the pathology of their homes and communities. These images can be used as starting points for reflection about learning and teaching, diversity, and working in educational communities. |
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| AbstractList | Three popular films reflect many ideas that preservice teachrs have about teaching in urban schools: Dangerous Minds, Stand and Deliver, and 187. These movies reinforce naive beliefs about teaching and learning by depicting classrooms in which studnets find right answers, authentic learning consists of using street language, and students are only extrinsically movtivated. Three popular films reflect many ideas that preservice teachers have about teaching in urban schools: Dangerous Minds, Stand and Deliver, and 187. These movies reinforce naïve beliefs about teaching and learning by depicting classrooms in which students find right answers, authentic learning consists of using street language, and students are only extrinsically motivated. Teachers in these movies are defined by their personal involvement with students as they rescue them from the pathology of their homes and communities. These images can be used as starting points for reflection about learning and teaching, diversity, and working in educational communities. Discusses myths about urban education and education in general that are illustrated in three popular films about inner city schools, focusing on myths about learning, specifically about questions and answers, authenticity, and motivation; teaching, specifically about the center of the learning process; relationships with students, parents, and the institution; and culture. Proceeds from a constructivist approach to learning. (SM) |
| Author | Grant, Peggy A. |
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| Cites_doi | 10.1177/002248718703800601 10.1177/0042085997032001007 10.3102/00028312029002325 10.1086/443721 10.1177/0042085997032002002 10.3102/00028312026002160 |
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| References_xml | – volume: 38 start-page: 2 year: 1987 end-page: 7 article-title: Reflective teacher education and moral deliberation publication-title: Journal of Teacher Education contributor: fullname: Zeichner, K. M. – volume: 32 start-page: 117 issue: 1 year: 1997 end-page: 147 article-title: Multicultural stories: Preservice teachers’ conceptions of an responses to issues of diversity publication-title: Urban Education contributor: fullname: Goodwin, L. – volume: 92 start-page: 31 year: 1983 end-page: 51 article-title: Education: The overcoming of experience publication-title: American Journal of Education contributor: fullname: Schwille, J. – volume: 32 start-page: 184 issue: 2 year: 1997 end-page: 203 article-title: A qualitative study of preservice teachers’ early field experiences in an urban, culturally different school publication-title: Urban Education contributor: fullname: McKinney, L. J. – volume: 26 start-page: 160 year: 1989 end-page: 189 article-title: Prior beliefs and cognitive change in learning to teach publication-title: American Educational Research Journal contributor: fullname: Hollingsworth, S. – volume: 18 start-page: 51 issue: 2 year: 1996 end-page: 62 article-title: Changing beliefs: Teaching and learning mathematics in constructivist preservice classrooms publication-title: The Mathematics Teacher contributor: fullname: Piazz, J. A. – volume: 29 start-page: 325 year: 1992 end-page: 349 article-title: Personal history-lay based beliefs as relevant prior knowledge in course work publication-title: American Educational Research Journal contributor: fullname: Holt-Reynolds, D. – volume: 117 start-page: 133 issue: 1 year: 1992 end-page: 140 article-title: Vygotsky’s sociocultural theory and contributions to the development of constructivist curricula publication-title: Education contributor: fullname: Jaramillo, J. A. – volume: 5 start-page: 25 issue: 4 year: 1988 end-page: 53 article-title: Teacher preparation, teacher empowerment, and reflective inquiry: A critical perspective publication-title: Teacher Education Quarterly contributor: fullname: Campbell, J. M. B. – start-page: 75 volume-title: Learning desire: Perspectives on pedagogy, culture, and the unsaid year: 1997 ident: atypb23 contributor: fullname: Robertson, J. P. – volume-title: In search of understanding: The case for constructivist classrooms year: 1993 ident: atypb3 contributor: fullname: Brooks, J. G. – volume: 117 start-page: 133 issue: 1 year: 1992 ident: atypb15 publication-title: Education contributor: fullname: Jaramillo, J. A. – volume-title: Schooling in the light of popular culture year: 1994 ident: atypb7 contributor: fullname: Farber, P. – volume-title: Preparing teachers for urban schools year: 1993 ident: atypb25 contributor: fullname: Weiner, L. – volume-title: On the inside looking in: A year at an inner-city high school year: 1998 ident: atypb22 contributor: fullname: Rathbone, C. – ident: atypb17 doi: 10.1177/002248718703800601 – volume-title: Dead poets society [Motion picture] year: 1989 ident: atypb11 contributor: fullname: Haft, S. – start-page: 35 volume-title: Issues and practices inquiry-oriented teacher education year: 1991 ident: atypb5 contributor: fullname: Bullough, R. B. – ident: atypb10 doi: 10.1177/0042085997032001007 – ident: atypb14 doi: 10.3102/00028312029002325 – volume-title: Responsive teaching: An ecological approach to classroom patterns of language, culture and thought year: 1990 ident: atypb2 contributor: fullname: Bowers, C. A. – volume-title: meeting of the American Educational Research Association ident: atypb12 contributor: fullname: Henry, A. – volume: 5 start-page: 25 issue: 4 year: 1988 ident: atypb21 publication-title: Teacher Education Quarterly contributor: fullname: O’Loughlin, M. – ident: atypb4 doi: 10.1086/443721 – ident: atypb9 doi: 10.1177/0042085997032002002 – volume-title: Stand and deliver [Motion Picture] year: 1988 ident: atypb20 contributor: fullname: Musca, T. – volume-title: 187 [Motion picture] year: 1997 ident: atypb6 contributor: fullname: Davey, B. – volume-title: My posse don’t do homework year: 1992 ident: atypb16 contributor: fullname: Johnson, L. – start-page: 55 volume-title: Teacher thinking in cultural contexts year: 1996 ident: atypb19 contributor: fullname: Montero-Sieburth, M. – ident: atypb13 doi: 10.3102/00028312026002160 – volume: 18 start-page: 51 issue: 2 year: 1996 ident: atypb1 publication-title: The Mathematics Teacher contributor: fullname: Anderson, D. S. – start-page: 92 volume-title: Constructivism: Theories, perspectives, and practice year: 1996 ident: atypb8 contributor: fullname: Fosnot, C. T. – volume-title: Dangerous minds [Motion picture] year: 1995 ident: atypb24 contributor: fullname: Simson, D. – start-page: 357 volume-title: Power and community: Dissenting essays in political science year: 1970 ident: atypb18 contributor: fullname: McWilliam, W. C. |
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| Snippet | Three popular films reflect many ideas that preservice teachers have about teaching in urban schools: Dangerous Minds, Stand and Deliver, and 187. These movies... Discusses myths about urban education and education in general that are illustrated in three popular films about inner city schools, focusing on myths about... Three popular films reflect many ideas that preservice teachrs have about teaching in urban schools: Dangerous Minds, Stand and Deliver, and 187. These movies... |
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| SubjectTerms | Attitude Change Attitudes Authenticity Beginning Teachers Constructivism (Learning) Cultural Awareness Diversity (Student) Educational sciences Elementary Secondary Education Environment Higher Education Inner City Learning Processes Learning Theories Motion pictures Multicultural Education Mythology Preservice Teacher Education Preservice teachers Schools Sociology of education Student Teacher Attitudes Suburban Schools Teacher Educators Teachers Teaching Methods Urban areas Urban context, rural context Urban Schools |
| Title | Using Popular Films to Challenge Preservice Teachers’ Beliefs about Teaching in Urban Schools |
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