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Article: Preparing Preservice Educators to Teach Critical, Place-Based Literacies

TitlePreparing Preservice Educators to Teach Critical, Place-Based Literacies
Authors
KeywordsInstructional strategies
4-Adolescence
professional development
5-College/university students
International/global/comparative literacy education
Sociocultural < Theoretical perspectives
Teacher education
methods and materials
Preservice < Teacher education
Specific subject areas (math, art, etc.) < Content literacy
6-Adult
Issue Date2018
Citation
Journal of Adolescent and Adult Literacy, 2018, v. 61, n. 4, p. 413-420 How to Cite?
Abstract© 2017 International Literacy Association 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.
Persistent Identifierhttp://hdl.handle.net/10722/293101
ISSN
2019 Impact Factor: 1.128
2015 SCImago Journal Rankings: 0.441

 

DC FieldValueLanguage
dc.contributor.authorMendoza, Anna-
dc.date.accessioned2020-11-19T09:01:59Z-
dc.date.available2020-11-19T09:01:59Z-
dc.date.issued2018-
dc.identifier.citationJournal of Adolescent and Adult Literacy, 2018, v. 61, n. 4, p. 413-420-
dc.identifier.issn1081-3004-
dc.identifier.urihttp://hdl.handle.net/10722/293101-
dc.description.abstract© 2017 International Literacy Association 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.-
dc.languageeng-
dc.relation.ispartofJournal of Adolescent and Adult Literacy-
dc.subjectInstructional strategies-
dc.subject4-Adolescence-
dc.subjectprofessional development-
dc.subject5-College/university students-
dc.subjectInternational/global/comparative literacy education-
dc.subjectSociocultural < Theoretical perspectives-
dc.subjectTeacher education-
dc.subjectmethods and materials-
dc.subjectPreservice < Teacher education-
dc.subjectSpecific subject areas (math, art, etc.) < Content literacy-
dc.subject6-Adult-
dc.titlePreparing Preservice Educators to Teach Critical, Place-Based Literacies-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1002/jaal.708-
dc.identifier.scopuseid_2-s2.0-85031100846-
dc.identifier.volume61-
dc.identifier.issue4-
dc.identifier.spage413-
dc.identifier.epage420-

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