Title: Disrupting the Commonplace: Studying the pedagogies and practices of literacy teacher educators with a critical stance
Abstract: This paper examines the practices and pedagogies of six literacy teacher educators with a critical stance. Using the first dimension of the critical literacy framework (Lewison et al., 2008), Disrupting the Commonplace, the literacy teacher educators’ practices and pedagogies are analyzed and unpacked. This dimension of critical literacy practices focuses on seeing the everyday through a new lens, including our routines, habits, beliefs, and theories (Lewison et al., 2008). In particular, it requires “a step outside of one’s usual modes of perception and comprehension using new frames to understand experience” (p. 8). The six participants actualize a critical stance in their courses by using an expansive definition of literacy; presenting opportunities for their student teachers to unlearn; and integrating popular culture and media into their curriculum. The literacy teacher educators placed issues of equity at the core of their courses; they worked tirelessly to expand student teachers’ views on literacy, teaching, and learning. However, it is unreasonable to believe a single course can shift student teachers’ conceptions of literacy and teaching. If teacher education programs are committed to social justice education, student teachers must be immersed in a program with a consistent philosophy.
Publication Year: 2017
Publication Date: 2017-02-07
Language: en
Type: article
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