Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education

Autor/inn/en	Buckley-Marudas, Mary Frances; Hobson, Sarah R.; Riley, Kathleen
Titel	Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education
Quelle	In: New Educator, 13 (2017) 4, S.369-391 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2016.1144118
Schlagwörter	Graduate Students; Literacy Education; Critical Theory; Teaching Methods; Case Studies; Feminism; Multicultural Education; Teacher Education; Race; Cultural Awareness; Course Descriptions; Middle School Students; Secondary School Students; Secondary School Teachers; Group Discussion; Cooperative Learning; Multiple Literacies + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Feminismus; Multikulturelle Erziehung; Lehrerausbildung; Lehrerbildung; Rasse; Abstammung; Cultural identity; Kulturelle Identität; Kursstrukturplan; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler; Gruppendiskussion; Kooperatives Lernen
Abstract	This inquiry into a course on adolescent literacy education uses a case-study and descriptive review analysis to understand how multimodal spaces engage preservice and in-service teachers' sense making around concepts of race, language, and culture. Drawing on critical feminist and practitioner inquiry frameworks, this article presents what a teaching team learned when designing, enacting, and reflecting on efforts to engage students in hard talk. Three ideas surfaced from the events that occurred before, during, and after a class that occurred in the middle of the course. This study has implications for educators committed to critical pedagogies, multicultural education, and teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01