Analysis of Teachers' Perception of The Concept of Teaching To Transgress In Secondary Schools

Document Type : Qualitative Research Paper

Authors

1 Department of Education, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.

2 Department of Education, Faculty of Humanities and Social Sciences, Univesity of Kurdistan, Sanandaj, Iran

10.22034/jsa.2024.140834.2508

Abstract

Subsequently, teachers' perceptions of the concept of "Teaching to Transgress" in secondary schools were analyzed. The qualitative research approach and in particular the Phenomenographical strategy was used. The research field was secondary school teachers (government, normal, gifted, exemplary and non-selective) in Sanandaj city. Therefore, teachers of several secondary schools in the city were included as research participants. The sampling was done purposively. Finally, to achieve maximum diversity and to reach the category of theoretical data saturation with 16 teachers, the charter of semi-structured interviews and sending written questions to the teachers and their responses in the form of texts were continued. The method of data analysis was also carried out using the three-stage method of thematic analysis (open, central and selective).  The results of the study show that the components of transgression teaching in secondary schools are as follows engaging class, progressive teaching, teaching full of amazement, transformational education, valuing desire, enthusiasm in learning, changing the name and position of teachers, developing Students' sense of agency and creation with peers is learning. Also, the challenges teaching to Transgress included the violation of school arrangements, the academic decline of teachers and the school, and the deprivation of school management support. Finally, the consequences teaching to Transgress for schools include improving the status of knowledge based on new perspectives, revolution in educational culture, creating a diverse educational context, strengthening the relationship of teachers with marginalized and oppressed communities, the emergence of independent thinking and analysis, and evolution in evaluation and valuation.

Keywords

Main Subjects

References

Abbott, S. (2017). Book review of teaching to transgress: Education as the practice of freedom.‏
Ahonmanesh, A., Khatunabadi, A., & Fathian, A. (2013). Challenges of higher education in Iran in the third millennium. In the Encyclopedia of Higher Education under the supervision of Nader Gholi Ghorchian and Hamid Arasteh, Tehran: Ministry of Science, Research and Technology Publications, 1321-1327 [in Persian].
Amoco-Adare, E. A. (2017). Teaching to Transgress: Crossroads Perspective and Adventures in (?)-Disciplinarily. Area Studies at the Crossroads: Knowledge Production after the Mobility Turn, 269-286.‏
Barnard, A. L. (1993). The application of critical race feminism to the anti-lynching movement: Black women's fight against race and gender ideology, 1892-1920. UCLA Women's LJ, 3, 1.‏
Bullen, P. E. (2012). The continued relevance of teaching to transgress: Education as the practice of freedom. Journal of College Teaching & Learning (TLC), 9(1), 21-26.‏
Cox, K., Draucker, S., & Thierauf, D. (2021). ‘Teaching to Transgress’ in the Emergency Remote Classroom. Nineteenth-Century Gender Studies, 17(1).‏
Creswell, J. W. (2013). Qualitative research method and design: choosing from among five approaches, translated by: Tahmourth Hasanqolipour, Ashkan Elhiari, and Mojtaba Berari (2011). Tehran, Negah Danesh.
Delanty, G. (2001). Challenging knowledge: The University in the knowledge society. Open University Press.
Engelsberger, A., Cavanagh, J., Bartram, T., & Halvorsen, B. (2022). Multicultural skills in open innovation: relational leadership enabling knowledge sourcing and sharing. Personnel Review, 51(3), 980-1002.‏
eqbali, A., Salehi, A., Qaidi, Y., & Mahmoudnia, A. (2022). A reflection on the basic characteristics of liberating classroom components in higher education, Research and Planning Quarterly in Higher Education, 1 (27), 73-89.
Farasatkhah, M. (2017). Occasionally university in Iran: New and critical discussions on university studies, science studies, and higher education. Tehran: Agah Publications [in Persian].
Giroux, H.A. (2016). The violence of forgetting. New York Times, 20(06).
Glass, R. D. (2019). Moral and political clarity and education as a practice of freedom. Counterpoints, 240, 15-32.‏
Habermas, J. (2005). Knowledge and human interests: A general perspective. Continental Philosophy of Science, 310.
Hasan Qalipour, T., Berari, M., & Elhiari, A. (2018). Qualitative research method and design book, Negah Danesh Publications.
Hashemi, S., Salehi Imran, I., & Karamkhani, Z. (2013). Critical thinking is the missing link in the higher education system: Examining students' critical thinking skills and how they are taught by Teachers, Journal of Research in Educational Systems, 8 (27), 9-123.
Hassanpour, M., Hassanzadeh, A., Ghaedi Heidari, F., & Bagheri, M. (2015). Nursing students' critical thinking skills. Iranian Journal of Nursing, 28 (93 and 94), 31-22 [in Persian].
Hooks, B. (1996). Teaching to transgress: Education as the practice of freedom. Journal of Leisure Research, 28(4), 316.‏
Imel, S. (1999). How emancipatory is adult learning?. ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.
Javidi, K., Jafarabadi., T., & Abdoli., A. (2014). Evolution of critical thinking in students of Ferdowsi University of Mashhad, Journal of Fundamentals of Education and Tarbiat, 11 (2), 103-120. [in Persian].
Kerman Saravi, F., Navabi Rigi, Sh., & Ebrahimi Tabas, E. (2015). Level of critical thinking skills in nursing students and graduates of Zahedan University of Medical Sciences. Journal of Qualitative Research in Health Sciences. 11 (1 and 2), 17-7 [in Persian].
Leeming, D. (2018). The use of theory in qualitative research. Journal of Human Lactation, 34(4), 668-673.‏
Leotard, J.F. (1984). The postmodern condition: A report on knowledge, trans. Geoff Bennington and Brian Massumi (Minneapolis, 1984), 81.
Maleki, H., & Habibipour, M. (2015). Nurturing critical thinking is the main goal of education. Journal of Educational Innovation, 6 (19), 93- 108 [in Persian].
Pieter’s, C., & Simmonds, S. (2022). Teaching to Transgress: Widening Inclusion through Comprehensive Sexuality Education in Teacher Education. Journal of Educational Studies, 21(1), 69-88.‏
Schultz, K. (2005). Progressive education in a new era. Schools, 2(2), 109-120.‏
School Administration
Volume 11, Issue 3
October 2023
Pages 108-134

Files

History

  • Receive Date: 27 April 2023
  • Revise Date: 03 May 2024
  • Accept Date: 19 November 2023

Share

How to cite

Statistics