Literaturnachweis - Detailanzeige
| Autor/in | Wexler, Lindsay Joseph |
|---|---|
| Titel | Learning about Social Justice through Literature Circles |
| Quelle | In: Action in Teacher Education, 43 (2021) 4, S.464-478 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wexler, Lindsay Joseph) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6620 |
| DOI | 10.1080/01626620.2021.1913258 |
| Schlagwörter | Social Justice; Teaching Methods; Preservice Teachers; Elementary Education; Literacy Education; Equal Education; Preservice Teacher Education; Racial Bias; Social Bias; Undergraduate Students; Literature Appreciation |
| Abstract | Drawing on data from 16 teacher candidates in an elementary literacy methods course, this qualitative study seeks to understand how literature circles can help candidates critically reflect on social justice and equity as well as encourage reflection on race and privilege. Upon analyzing recorded classroom discussions, written artifacts, and interviews, findings indicate literature circles in a methods class can provide candidates entrance into conversations about social justice, support candidates to better understand themselves and their students, and represent an initial step in disrupting a system. Equity-centered literature circles are an instructional practice that teacher educators can utilize to provide teacher candidates a space to engage in difficult conversations and support teacher candidates in working to disrupt a normalization of Whiteness in schools. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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