Tato diplomová práce analyzuje aspekty výukové filozofie Erin Gruwellové v jejích dílech. Teoretická část přibližuje čtenáři postavu Erin Gruwellové, etabluje její postavení jako vlivné učitelky od 90. let až po současnost a poskytuje kontext k dané problematice. Analyzuje také přijetí a kritiku Erin Gruwellové a její výukové filozofie různými autory a poskytuje odlišné pohledy na tuto problematiku.
Praktická část se zaměřuje na kritickou analýzu výukové filozofie Erin Gruwellové prostřednictvím uvedených primárních a sekundárních zdrojů. Cílem této práce je určit stěžejní principy uvedené výukové filozofie a poskytnout nový pohled na problematiku.
Anotace v angličtině
This diploma thesis analyses the aspects of Erin Gruwell's teaching philosophy in her works. The theoretical part introduces the character of Erin Gruwell to the reader, establishes her position as an influential teacher starting in the 90's up to the present day and provides some background context to the problematics. It also analyzes the reception and criticism of Erin Gruwell and her teaching philosophy by various authors and provides multiple perspectives on the issue.
The practical part focuses on critical analysis of Erin Gruwell's teaching philosophy through the listed primary and secondary sources. The aim of this work is to determine the founding principles of said teaching philosophy and provide different outlook on the problematics.
Tato diplomová práce analyzuje aspekty výukové filozofie Erin Gruwellové v jejích dílech. Teoretická část přibližuje čtenáři postavu Erin Gruwellové, etabluje její postavení jako vlivné učitelky od 90. let až po současnost a poskytuje kontext k dané problematice. Analyzuje také přijetí a kritiku Erin Gruwellové a její výukové filozofie různými autory a poskytuje odlišné pohledy na tuto problematiku.
Praktická část se zaměřuje na kritickou analýzu výukové filozofie Erin Gruwellové prostřednictvím uvedených primárních a sekundárních zdrojů. Cílem této práce je určit stěžejní principy uvedené výukové filozofie a poskytnout nový pohled na problematiku.
Anotace v angličtině
This diploma thesis analyses the aspects of Erin Gruwell's teaching philosophy in her works. The theoretical part introduces the character of Erin Gruwell to the reader, establishes her position as an influential teacher starting in the 90's up to the present day and provides some background context to the problematics. It also analyzes the reception and criticism of Erin Gruwell and her teaching philosophy by various authors and provides multiple perspectives on the issue.
The practical part focuses on critical analysis of Erin Gruwell's teaching philosophy through the listed primary and secondary sources. The aim of this work is to determine the founding principles of said teaching philosophy and provide different outlook on the problematics.
Tato diplomová práce analyzuje aspekty výukové filozofie Erin Gruwellové v jejích dílech. Teoretická část přibližuje čtenáři postavu Erin Gruwellové, etabluje její postavení jako vlivné učitelky od 90. let až po současnost a poskytuje kontext k dané problematice. Analyzuje také přijetí a kritiku Erin Gruwellové a její výukové filozofie různými autory a poskytuje odlišné pohledy na tuto problematiku.
Praktická část se zaměřuje na kritickou analýzu výukové filozofie Erin Gruwellové prostřednictvím uvedených primárních a sekundárních zdrojů. Cílem této práce je určit stěžejní principy uvedené výukové filozofie a poskytnout nový pohled na problematiku.
EN
This diploma thesis analyses the aspects of Erin Gruwell's teaching philosophy in her works. The theoretical part introduces the character of Erin Gruwell to the reader, establishes her position as an influential teacher starting in the 90's up to the present day and provides some background context to the problematics. It also analyzes the reception and criticism of Erin Gruwell and her teaching philosophy by various authors and provides multiple perspectives on the issue.
The practical part focuses on critical analysis of Erin Gruwell's teaching philosophy through the listed primary and secondary sources. The aim of this work is to determine the founding principles of said teaching philosophy and provide different outlook on the problematics.
Zásady pro vypracování
CZ
Tato diplomová práce analyzuje aspekty výukové filozofie Erin Gruwellové v jejích dílech. Teoretická část přibližuje čtenáři postavu Erin Gruwellové, etabluje její postavení jako vlivné učitelky od 90. let až po současnost a poskytuje kontext k dané problematice. Analyzuje také přijetí a kritiku Erin Gruwellové a její výukové filozofie různými autory a poskytuje odlišné pohledy na tuto problematiku.
Praktická část se zaměřuje na kritickou analýzu výukové filozofie Erin Gruwellové prostřednictvím uvedených primárních a sekundárních zdrojů. Cílem této práce je určit stěžejní principy uvedené výukové filozofie a poskytnout nový pohled na problematiku.
EN
This diploma thesis analyses the aspects of Erin Gruwell's teaching philosophy in her works. The theoretical part introduces the character of Erin Gruwell to the reader, establishes her position as an influential teacher starting in the 90's up to the present day and provides some background context to the problematics. It also analyzes the reception and criticism of Erin Gruwell and her teaching philosophy by various authors and provides multiple perspectives on the issue.
The practical part focuses on critical analysis of Erin Gruwell's teaching philosophy through the listed primary and secondary sources. The aim of this work is to determine the founding principles of said teaching philosophy and provide different outlook on the problematics.
Seznam doporučené literatury
Primary Sources:
Gruwell, E., Freedom Writers. (2009). Teaching hope: Stories from the Freedom Writers Teachers and Erin Gruwell. Broadway Books.
Gruwell, E. (2007). The Freedom Writers Diary: Teacher’s guide. Broadway Books.
Gruwell, E. (2008). Teach with your heart: Lessons I learned from the Freedon writers. Broadway Books.
Gruwell, E. (2022). Dear freedom writer: Stories of hardship and hope from the next generation. Crown.
Gruwell, E., Filipović, Z. (2019). The Freedom Writers Diary. How a teacher and 150 teens used writing to change themselves and the world around them. Broadway Books.
Secondary Sources:
Carter, C. (2009). Priest, Prostitute, Plumber? The Construction of Teachers as Saints. English Education, 42(1), 61–90. http://www.jstor.org/stable/40607917
Dalton, M. M. (1999). Chapter 3: The Aesthetic-Ethical-Political Value Frameworks of "Good” Teachers in the Movies. Counterpoints, 51, 35–49. http://www.jstor.org/stable/45178110
Dalton, M. M. (1999). Chapter 5: Divided Lives: The Public Work and Private Pathos of Women Teachers in the Movies. Counterpoints, 51, 69–88. http://www.jstor.org/stable/45178112
Eisenbach, B., Kaywell, J. F. (2013). Making an Impression: YA Authors and Their Influential Teachers. The English Journal, 102(5), 74–79. http://www.jstor.org/stable/24484096
Hughey, M. W. (2010). The White Savior Film and Reviewers’ Reception. SymbolicInteraction, 33(3), 475–496. https://doi.org/10.1525/si.2010.33.3.475
Choi, J. A. (2009). Reading Educational Philosophies in Freedom Writers. The Clearing House, 82(5), 244–248. http://www.jstor.org/stable/20697871
Lopez, S. J. (2010). Making Ripples: How Principals and Teachers Can Spread Hope Throughout Our Schools. The Phi Delta Kappan, 92(2), 40–44. http://www.jstor.org/stable/25753651
Matsui, S. (2015). TFA IDEALISM AND THE HERO TEACHER NARRATIVE. Counterpoints, 472, 143–172. http://www.jstor.org/stable/45212233
Searcy, L. (2017). CHAPTER TWENTY: Freedom Writers as a Narrative for Teaching Social Justice. Counterpoints, 486, 143–148. http://www.jstor.org/stable/45177629
Steudeman, M. J. (2014). "The Guardian Genius of Democracy”: The Myth of the Heroic Teacher in Lyndon B. Johnson’s Education Policy Rhetoric, 1964–1966. Rhetoric and Public Affairs, 17(3), 477–510. https://doi.org/10.14321/rhetpublaffa.17.3.0477
Seznam doporučené literatury
Primary Sources:
Gruwell, E., Freedom Writers. (2009). Teaching hope: Stories from the Freedom Writers Teachers and Erin Gruwell. Broadway Books.
Gruwell, E. (2007). The Freedom Writers Diary: Teacher’s guide. Broadway Books.
Gruwell, E. (2008). Teach with your heart: Lessons I learned from the Freedon writers. Broadway Books.
Gruwell, E. (2022). Dear freedom writer: Stories of hardship and hope from the next generation. Crown.
Gruwell, E., Filipović, Z. (2019). The Freedom Writers Diary. How a teacher and 150 teens used writing to change themselves and the world around them. Broadway Books.
Secondary Sources:
Carter, C. (2009). Priest, Prostitute, Plumber? The Construction of Teachers as Saints. English Education, 42(1), 61–90. http://www.jstor.org/stable/40607917
Dalton, M. M. (1999). Chapter 3: The Aesthetic-Ethical-Political Value Frameworks of "Good” Teachers in the Movies. Counterpoints, 51, 35–49. http://www.jstor.org/stable/45178110
Dalton, M. M. (1999). Chapter 5: Divided Lives: The Public Work and Private Pathos of Women Teachers in the Movies. Counterpoints, 51, 69–88. http://www.jstor.org/stable/45178112
Eisenbach, B., Kaywell, J. F. (2013). Making an Impression: YA Authors and Their Influential Teachers. The English Journal, 102(5), 74–79. http://www.jstor.org/stable/24484096
Hughey, M. W. (2010). The White Savior Film and Reviewers’ Reception. SymbolicInteraction, 33(3), 475–496. https://doi.org/10.1525/si.2010.33.3.475
Choi, J. A. (2009). Reading Educational Philosophies in Freedom Writers. The Clearing House, 82(5), 244–248. http://www.jstor.org/stable/20697871
Lopez, S. J. (2010). Making Ripples: How Principals and Teachers Can Spread Hope Throughout Our Schools. The Phi Delta Kappan, 92(2), 40–44. http://www.jstor.org/stable/25753651
Matsui, S. (2015). TFA IDEALISM AND THE HERO TEACHER NARRATIVE. Counterpoints, 472, 143–172. http://www.jstor.org/stable/45212233
Searcy, L. (2017). CHAPTER TWENTY: Freedom Writers as a Narrative for Teaching Social Justice. Counterpoints, 486, 143–148. http://www.jstor.org/stable/45177629
Steudeman, M. J. (2014). "The Guardian Genius of Democracy”: The Myth of the Heroic Teacher in Lyndon B. Johnson’s Education Policy Rhetoric, 1964–1966. Rhetoric and Public Affairs, 17(3), 477–510. https://doi.org/10.14321/rhetpublaffa.17.3.0477