Creative Interference in the Teaching of Children's Literature: A Critical Approach to Teacher Education

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Autor/in	McCarthy, Mark D.
Titel	Creative Interference in the Teaching of Children's Literature: A Critical Approach to Teacher Education
Quelle	(2018), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-3334-8
Schlagwörter	Hochschulschrift; Dissertation; Childrens Literature; Learner Engagement; Service Learning; Cultural Pluralism; Preservice Teachers; Preservice Teacher Education; Teaching Methods; Reflection; Critical Literacy; Ethnography; Scholarship; Community Development; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; 'Children''s literature'; Kinderliteratur; Service-Learning; Kulturpluralismus; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Lesen; Ethnografie; Scholarships; Stipendium; Community; Development; Entwicklung; Schulleistung
Abstract	In this dissertation, I elaborate a pedagogical practice of creative interference. I use curricular and instructional disturbances to open the possibility for different ways of thinking and acting. I aim to confront problematic representations of people and cultures through complex social contextualization, and to interfere with discourses that legitimize a disposition toward multiculturalism grounded in equality that allows, promotes, and strategizes silence about difference. My focus is less on what students did, despite situating myself in teacher education. Instead, I consider the text, myself as a teacher educator, and the context of community-based learning. This project is one of reflective practice: of the curriculum, my own teaching, and the reflective practices of students engaged in service learning. However, I hope to reframe reflection away from prescriptive models toward diffraction, in which interference is the outcome. My dissertation is centered on three distinct articles. This alternative format allows me to employ a variety of qualitative research methods, including: critical literary analysis, autoethnography, and community-engaged scholarship. While children's literature provides the background for these articles, the projects are not exclusively possible in the context of children's literature as a part of teacher education. The first article asks teacher educators to consider how they make curricular choices and challenges simplistic binaries to determine what is good. This article focuses on a literary text, and as a result is very much about children's literature. The second article troubles the notion that student learning is the only way to think about teaching. It explores the unintended consequences of instructional choices resulting from sociopolitical stance-taking relative to the teaching of children's literature. I argue the process of inquiry is more valuable than achieving the development of an abstract disposition. Children's literature then becomes the site for the final article. I consider a pedagogical choice to collaborate with community and to send students to unfamiliar territory where they negotiate relations in teaching and learning. With the multiple levels of expectations and requirements, my understanding of community partnerships evolved in ways that incline me toward increasing student agency. Taken together, these chapters begin to develop a pedagogical framework for engaging difference. This pedagogy considers the risks and uncertainties inherent to the difficult conversations in teacher education (and the world more broadly), with the intention of deconstructing preconceived notions of multiculturalism that prospective teachers might hold. The articles represent pedagogical rehearsals of diffraction as a means to challenge and re-think the ways that teacher education limits the possibilities of reflection. I offer diffraction as a pedagogical practice of creative interference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01