Amplifying Historically Marginalized Voices through Text Choice and Play with Digital Tools: Toward Decentering Whiteness in English Teacher Education

Autor/inn/en	Higgs, Jennifer M.; Athanases, Steven Z.; Williams, Alexis Patterson; Martinez, Danny C.; Sanchez, Sergio L.
Titel	Amplifying Historically Marginalized Voices through Text Choice and Play with Digital Tools: Toward Decentering Whiteness in English Teacher Education
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 23 (2021) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Minority Groups; Reading Material Selection; Play; Technology Uses in Education; English Teachers; Preservice Teachers; Curriculum Development; Teacher Education; Teaching Methods; Whites + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Spiel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; White; Weißer
Abstract	This article reports on a case study of an English language arts (ELA) teacher education course that prioritized amplification as a method to decenter whiteness in English teacher preparation. The researchers demonstrate how they engaged in designing a course that aimed to use interactive digital technologies and multimodal texts to amplify racially and ethnically marginalized voices in ELA preservice education. Design principles that facilitated amplification included saturation of the learning environment with mediational resources and tools (Gutiérrez & Vossoughi, 2010) and the notion of "low floor and wide walls" (Resnick & Silverman, 2005). The analysis revealed ways in which the course design supported engagement with culturally sustaining pedagogies and the amplification of authors, literary characters, and preservice teachers from historically marginalized groups. Concrete examples are provided of intentional design decisions and course features that opened up opportunities for preservice teachers to engage in discourse that foregrounded identities related to race, ethnicity, language, and gender/sexual orientation. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01