Urban Fiction and Multicultural Literature as Transformative Tools for Preparing English Teachers for Diverse Classrooms

Autor/inn/en	Haddix, Marcelle; Price-Dennis, Detra
Titel	Urban Fiction and Multicultural Literature as Transformative Tools for Preparing English Teachers for Diverse Classrooms
Quelle	In: English Education, 45 (2013) 3, S.247-283 (37 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Cultural Pluralism; Urban Areas; Fiction; Beginning Teachers; English Teachers; Minority Group Teachers; Case Studies; Middle School Teachers; Secondary School Teachers; Student Diversity; Childrens Literature; Adolescent Literature; Race; Critical Theory; Teaching Methods; Censorship; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Kulturpluralismus; Urban area; Stadtregion; Fiktion; Junior teacher; Junglehrer; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Middle school; Middle schools; Mittelschule; Mittelstufenschule; 'Children''s literature'; Kinderliteratur; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Rasse; Abstammung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Politische Zensur; Lehramtsstudiengang; Lehrerausbildung
Abstract	Discussions of urban fiction and multicultural literature hold great potential for transforming the practice of beginning English teachers in diverse school settings. In this article, the authors, both teacher educators of color, present two case studies of preparing middle- and secondary-level English educators from a diversities perspective. Given continued conversations in the field of English education on how to best prepare new teachers for working effectively with diverse student populations, the authors present situated representations of how teachers' critical encounters with literature can shape their learning to teach processes from the university classroom to their field experiences. Both case studies presented have a particular interest in the critical theoretical and pedagogical insights developed by preservice teachers through their discussions of children's and adolescent literature that deals with diverse, urban, and multicultural perspectives. In doing so, these case studies reposition urban fiction and multicultural literature as transformative tools for teacher education curriculum. (Contains 2 figures.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10