scholarly journals Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Lorayne Robertson ◽  
Janette Hughes
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Language Arts ◽  
Critical Literacy ◽  
English Language ◽  
Research Study ◽  
Literacy Skills ◽  
Transformative Pedagogy ◽  
Individual Interviews ◽  
Teaching For Social Justice

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.

The call of ambiguity: lingering over uncertainty as classroom practice

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cori Ann McKenzie ◽  
Geoff Bender
Keyword(s):  
Social Justice ◽  
Language Arts ◽  
Personal Growth ◽  
Personal Development ◽  
Classroom Practice ◽  
English Language ◽  
Disciplinary Literacy ◽  
Literacy Skills ◽  
Content Type ◽  
Support Students

Purpose This paper encourages teachers and scholars of English Language Arts to engage deliberately with literary ambiguity. Design/methodology/approach Through close attention to ambiguous moments in commonly taught texts, the essay argues that explicit attention to ambiguity can support four enduring goals in the field: fostering social justice, developing students’ personal growth, cultivating dispositions and skills for democracy and engendering disciplinary literacy skills. Findings The readings suggest the following: first, wrestling with ambiguities in Harper Lee’s To Kill a Mockingbird may foster critical orientations needed in the fight for social justice; second, ambiguities in Gene Luen Yang’s American Born Chinese may support students’ personal development; third, questions generated by Walter Dean Myers’ Monster invite readers to practice skills needed for democracy; finally, exploring divergent interpretations of Laurie Halse Anderson’s Speak may develop students’ disciplinary literacy skills. Originality/value In an era marked by standardization and accountability, it may be difficult for teachers and scholars to linger with literary ambiguity. By underscoring the instrumental potential of literary ambiguity, the essay illustrates why and how teachers might reject this status quo and embrace the indeterminacy of literary ambiguity.

scholarly journals Teachers as Moral Compasses: Exploring Critical Literacy through Digital Social Justice Book Talks

2011 ◽  
Vol 13 (2) ◽  
pp. 23 ◽  
Author(s):  
Janette M. Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
New Media ◽  
Language Arts ◽  
Critical Literacy ◽  
Social Action ◽  
Picture Books ◽  
Equity Issues ◽  
Moral Standards ◽  
Digital Book

A classroom-based study aimed to scaffold preservice teachers’ critical literacy through an exploration of trade picture books. The paper discusses preservice teachers’ shifting views of critical literacy and the place of critical literacy in the language arts classroom. It also assesses the usefulness of digital book talks for engaging preservice teachers with social justice issues. The book talks provided novice teachers with opportunities to question and challenge assumptions, evaluate their own actions and attitudes toward accepted moral standards, and to engage in positive social action. The preservice teachers’ responses to the assignment suggest a number of ways in which teachers can effectively use new media to explore social justice and equity issues with young students.

“I Want Them to Feel the Fear…”

Gamification ◽  
2015 ◽  
pp. 2196-2211
Author(s):  
Clifford H. Lee ◽  
Antero D. Garcia
Keyword(s):  
Los Angeles ◽  
New Media ◽  
Language Arts ◽  
Critical Literacy ◽  
Video Game ◽  
English Language Arts ◽  
English Language ◽  
Computational Thinking ◽  
Multimodal Texts ◽  
Video Game Design

By utilizing digital tools that are nearly ubiquitous in the lives of youth, writing teachers can leverage these practices for developing traditional English language arts instruction and skills proposed by state and federal standards. In this chapter, the authors propose how the development of computational literacies through multimodal writing and video game design can help guide critical and academic development in an inner-city Los Angeles public school. In a research project where high school youth designed and created (programmed) a video game about an issue significant in their lives, students demonstrated their critical computational literacies, a concept that blends the critical consciousness of critical literacy and the skills and concepts behind computational thinking. Critical computational literacy offers the ability to integrate two seemingly divergent fields. By using these new media tools, students developed a more expansive and sophisticated way to communicate their ideas. This has significant possibilities for the English Language Arts, where most K-12 state standards still relegate students' literacies to over-indulgence of traditional means of reading and writing of text. In an ever-evolving culture that increasingly places more significance on visual, auditory, and textual stimuli through multimodal media on computers and mobile devices (Hull & Nelson, 2005; Jenkins, 2006; Kress, 2010), schools must educate students to critically “read” messages in the media, and in turn become effective producers of these tools of communication (Alvermann, et al., 1999; Margolis, 2008; Morrell, 2008). This research shows students engaged in deep, reflective processes in the production of their multimodal texts.

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

Incorporating Social Justice Into Science Teacher Education Courses

2020 ◽  
pp. 208-224
Author(s):  
Seema Rivera ◽  
Amal Ibourk
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Instructional Strategies ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Teaching For Social Justice ◽  
Education Courses

In this chapter, the authors cover the importance and challenges of incorporating teaching for social justice in science teacher education courses. The chapter starts by providing an overview of the literature on social justice, specifically in science education, and define the terms social justice, equity, and diversity. Then, the authors, who are teacher educators from under-represented groups, share their own experiences about what led them to do social justice work. In addition, the authors present examples from their courses with their preservice teachers and instructional strategies they used. The chapter concludes with recommendations of ways in which we might consider implementing social justice practices in teacher preparation courses.

Using Activism to Cultivate Social and Emotional Learning in the English Language Arts Classroom

2021 ◽  
pp. 154-171
Author(s):  
Elisabeth Spinner
Keyword(s):  
Social Justice ◽  
Language Arts ◽  
Social Action ◽  
English Language ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Reading And Writing ◽  
Social And Emotional ◽  
Learning Competencies ◽  
Action Projects

English teachers' use of reading and writing instruction in a social justice-focused curriculum can include social action projects that encourage students to get involved in activism and also promotes social and emotional learning. This chapter outlines the research behind and steps towards using reading and writing in ways that encourage students to get involved in activism. The assignments and lessons suggested also include social and emotional learning competencies. Two specific texts are used to provide readers with concrete examples of implementing the ideas presented in classrooms.

Increasing LGBTQ+ Competencies in Preservice Teacher Training Programs

2020 ◽  
pp. 1-24
Author(s):  
Kevin B. Balius ◽  
Susan Ferguson
Keyword(s):  
Preservice Teachers ◽  
Language Arts ◽  
Preservice Teacher ◽  
English Language Arts ◽  
English Language ◽  
Preservice Teacher Education ◽  
Preservice Teacher Training ◽  
Safe Spaces ◽  
National Conversation ◽  
Teacher Training Programs

As the national conversation forces LGBTQ+ rhetoric into the mainstream, some feel that the landscape is safe for those desiring to be open about their identity as well as for conversations and topics involving LGBTQ+ issues. Those who identify as LGBTQ+ and those who are familiar with or close to them might suggest a differing perspective—one that points to a deficit of safe spaces for discussing and being open about LGBTQ+ issues. While at times controversial, the English language arts classroom has been a forum for addressing issues that are difficult to discuss in other contexts, whether with literature as a backdrop for conversations or by utilizing written expression to work through concerns and questions. Since many educators seem unaware of the need for LGBTQ+ awareness, preservice teacher education is a place to begin. This chapter illustrates the need for equipping preservice teachers with the tools for introducing and discussing LGBTQ+ issues and topics through the context of the English language arts classroom.

Working Toward a Socially Just Future in the ELA Methods Class

2019 ◽  
Vol 51 (2) ◽  
pp. 158-176 ◽  
Author(s):  
Michelle Fowler-Amato ◽  
Kira LeeKeenan ◽  
Amber Warrington ◽  
Brady Lee Nash ◽  
Randi Beth Brady
Keyword(s):  
Social Justice ◽  
Language Arts ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Historical Imagination ◽  
Secondary English ◽  
The Past ◽  
Secondary English Language Arts ◽  
Made In

This review of literature highlights the efforts teacher educators and researchers have made over the past 18 years to work toward social justice in secondary English language arts (ELA) preservice teacher (PT) education. Drawing on Dantley and Green’s framework for social justice leadership, we highlight the work that teacher educators have engaged in to support secondary ELA PTs in developing (a) indignation/anger for justice through exploring beliefs about students and themselves, (b) a prophetic and historical imagination through broadening understandings about teaching and learning, and (c) accountability to students and communities through university-to-classroom transitions. We close this article by drawing on this framework to honor what we, as a field, have accomplished while acknowledging the efforts that still need to be made in working toward justice in secondary ELA PT education and, ultimately, in the schools and communities in which our PTs teach.

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