Preparing Preservice Educators to Teach Critical, Place-Based Literacies

Autor/in	Mendoza, Anna
Titel	Preparing Preservice Educators to Teach Critical, Place-Based Literacies
Quelle	In: Journal of Adolescent & Adult Literacy, 61 (2018) 4, S.413-420 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.708
Schlagwörter	Secondary School Students; Literacy Education; Course Descriptions; Qualitative Research; Critical Literacy; Field Trips; Place Based Education; Case Studies; Immigrants; Minority Groups; Indigenous Populations; Cultural Background; Teaching Methods; Teacher Education Programs; Technological Literacy; Preservice Teachers; Student Attitudes; Group Discussion + Suchen Sie Ihr Suchwort? Sekundarschüler; Kursstrukturplan; Qualitative Forschung; Kritisches Lesen; Exkursion; Case study; Fallstudie; Case Study; Immigrant; Immigrantin; Immigranten; Ethnische Minderheit; Sinti und Roma; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Schülerverhalten; Gruppendiskussion
Abstract	Secondary education means helping students develop a diverse repertoire of literacy skills, but the focus has been on disciplinary and digital literacies practiced by geographically distributed communities (an international, middle class curriculum) rather than on practices associated with orality, the trades, and minority, immigrant, and Indigenous knowledges. In contrast, critical approaches to literacy instruction recognize the need to incorporate students' place-based funds of knowledge into the curriculum. To illustrate one such approach, this article presents a case study of practitioner research in a secondary teacher education program. Although the syllabus of a core course on adolescent literacies focused on academic and digital ones, teacher candidates who participated in a form of qualitative inquiry called Indigenous "métissage" had much to say about place-based funds of knowledge in their subject areas during a field trip and class discussion. These findings suggest that critical, place-based literacy may be an untapped resource in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01