THE SOCIAL FOUNDATIONS CLASSROOM: Charting "Unexplored Territory"1 in the Social Foundations: Pedagogical Practice in Urban Teacher Education

Abstract

The aim of this article is to describe and analyze the undergraduate Social Foundations course I taught at an urban, inclusive university that attempted to provide students with, among other things, a forum for them to develop both a self-confident personal voice and a view of self as potential change agent of schools. In brief, with what I term pedagogical scaffolding, including the use of key essential questions and double-entry journals, undergraduate students develop personal philosophy statements that are coherent, thoughtful, and self-confident and that demonstrate a sense of personal efficacy in the context of urban public schooling. Excerpts from student papers serve as evidence demonstrating that over the course of the semester students became increasingly secure while responding to academic text, in formulating clear and strong positions on education issues and, perhaps most important, in their commitments and abilities to participate in the reform of urban schools for all children.