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- Publisher Website: 10.1002/jaal.708
- Scopus: eid_2-s2.0-85031100846
- WOS: WOS:000431036900007
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Article: Preparing Preservice Educators to Teach Critical, Place-Based Literacies
Title | Preparing Preservice Educators to Teach Critical, Place-Based Literacies |
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Authors | |
Keywords | Instructional 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 Date | 2018 |
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 Identifier | http://hdl.handle.net/10722/293101 |
ISSN | 2023 Impact Factor: 0.9 2023 SCImago Journal Rankings: 0.481 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Mendoza, Anna | - |
dc.date.accessioned | 2020-11-19T09:01:59Z | - |
dc.date.available | 2020-11-19T09:01:59Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Journal of Adolescent and Adult Literacy, 2018, v. 61, n. 4, p. 413-420 | - |
dc.identifier.issn | 1081-3004 | - |
dc.identifier.uri | http://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.language | eng | - |
dc.relation.ispartof | Journal of Adolescent and Adult Literacy | - |
dc.subject | Instructional strategies | - |
dc.subject | 4-Adolescence | - |
dc.subject | professional development | - |
dc.subject | 5-College/university students | - |
dc.subject | International/global/comparative literacy education | - |
dc.subject | Sociocultural < Theoretical perspectives | - |
dc.subject | Teacher education | - |
dc.subject | methods and materials | - |
dc.subject | Preservice < Teacher education | - |
dc.subject | Specific subject areas (math, art, etc.) < Content literacy | - |
dc.subject | 6-Adult | - |
dc.title | Preparing Preservice Educators to Teach Critical, Place-Based Literacies | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1002/jaal.708 | - |
dc.identifier.scopus | eid_2-s2.0-85031100846 | - |
dc.identifier.volume | 61 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 413 | - |
dc.identifier.epage | 420 | - |
dc.identifier.isi | WOS:000431036900007 | - |
dc.identifier.issnl | 1081-3004 | - |