Enacting a Raciolinguistic Perspective for the “New Mainstream” in Literacy Classrooms

2022 ◽  
pp. 24-46
Author(s):  
Alexandra Babino
Keyword(s):  
Teacher Education ◽  
Pedagogical Practices ◽  
Educational Systems ◽  
Literacy Teachers ◽  
Multilingual Students ◽  
Architecture Framework ◽  
Literacy Teacher ◽  
Teacher Reflexivity ◽  
Literacy Teacher Education

This chapter contributes to the conversation on reconceptualizing literacy teacher education through exploring the fallout of neoliberal sensibilities on U.S. schools. It continues to describe the new mainstream to be primarily racialized bi/multilingual students that defy the mono-mainstream assumption. The chapter then defines the mono-mainstream assumption that surreptitiously pervades educational systems with its deleterious effects on students. To combat this, the author explores how literacy teachers can enact a language architecture framework as an extension of a raciolinguistic perspective with practical classroom examples, including the terms used to describe students, their languages and literacies, how to negotiate hegemonic systems of accountability, specific pedagogical practices, and continued teacher reflexivity.

Ways of Being in Community: Centering Preservice Teachers’ Culturally Sustaining Pedagogies in Field-Based Literacy Teacher Education

2021 ◽  
pp. 238133772110266
Author(s):  
Brady Nash ◽  
Melissa Mosley Wetzel ◽  
Heather Dunham ◽  
Jessica Anne Murdter-Atkinson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Pedagogical Practices ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Culturally Sustaining Pedagogy ◽  
Literacy Teacher ◽  
Young Students ◽  
Literacy Teacher Education

A common model for connecting theory to practice within literacy teacher preparation programs involves preservice teachers (PTs) working in field-based courses to contextualize their learning. Field-based courses create hybrid spaces for personalizing curricula and following students’ lead outside of the pressures of normal classrooms. Researchers note that although PTs have found field-based courses in diverse, minority school settings helpful, many PTs feel unprepared to work with diverse populations. There is a need for literacy teacher preparation programs to enhance field experiences and incorporate culturally sustaining pedagogy (CSP) within coursework. Few studies, however, have explicitly examined the role of CSP in literacy courses or field-based coursework. Moreover, even coursework intended to prepare teachers to work in diverse settings often centers the experiences of White PTs and reinforces pedagogical practices associated with White cultural and academic norms. In this qualitative case study, we explore the potential of experiences in field-based teacher education courses to disrupt White values, traditions, and curricular norms when CSP is centered and when PTs have the opportunity to work with, and learn from, young students. Findings highlight innovative ways three PTs worked in community with young students and built innovative curricula around their students’ funds of knowledge: by restorying deficit narratives about students’ literacies, following students’ lead into multimodal literacies, and bridging linguistic differences through translanguaging.

Critical Inquiry Into Literacy Teacher Education

2013 ◽  
pp. 51-64 ◽  
Author(s):  
María Paula Ghiso ◽  
Tamara Spencer ◽  
Lan Ngo ◽  
Gerald Campano
Keyword(s):  
Teacher Education ◽  
Critical Inquiry ◽  
Literacy Teacher ◽  
Literacy Teacher Education

scholarly journals This Is Us: Discourses of Community Within and Beyond Literacy Research

2020 ◽  
Vol 69 (1) ◽  
pp. 26-44
Author(s):  
Marcelle M. Haddix
Keyword(s):  
Teacher Education ◽  
Presidential Address ◽  
Research Community ◽  
Professional Organization ◽  
School Communities ◽  
Look Back ◽  
The Future ◽  
Literacy Teacher ◽  
Literacy Teacher Education ◽  
Literacy Research

In this 2019 presidential address, I reflect on the significance of community across four areas: with youth and in school communities, within literacy teacher education, in community-engaged theories and methodologies, and within the professional organization. How do we define and understand community? Who and what is included and excluded? As a literacy research community, who are we becoming and who do we want to be? Drawing from historical and contemporary examples within and beyond literacy research, I take a look back and at the present to examine discourses of community and imagine possibilities for the future.

Constructs of Teaching Writing in Research About Literacy Teacher Education

2019 ◽  
Vol 51 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Randy Bomer ◽  
Charlotte L. Land ◽  
Jessica Cira Rubin ◽  
Laura M. Van Dike
Keyword(s):  
Teacher Education ◽  
Empirical Research ◽  
21St Century ◽  
Writing Pedagogy ◽  
Teaching Writing ◽  
Writing Teachers ◽  
The World ◽  
Literacy Teacher ◽  
Literacy Teacher Education ◽  
Teaching Of Writing

This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.

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