“I Struggle With How Much to Bring Into Classroom Spaces”: Exploring Literacy Teacher Educators’ Negotiations of a Critical Stance in Preservice Teacher Education

• In Event: Poster Session 6
  In Poster Session: Social Justice and Multiculturalism in Teacher Education

Abstract

This paper examines the pedagogies of six critical literacy teacher educators across five U.S. states and six universities. Through a framework of critical literacy practices (Lewison, Harste, & Leland, 2008), we examine ways in which teacher educators’ organic teaching style; community involvement; and inquiry into practice allow for a critical stance to be negotiated into pre-service teacher education. We find community involvement and advocacy roles are time-consuming, as well as emotionally and physically taxing. Additionally, the prevalence of an organic teaching style suggests incongruence with what the government proposes to happen in teacher education. Finally, critical literacy practices are not simply add-ons to the curriculum, rather they are thoughtfully interwoven throughout.

Authors

• Pooja Dharamshi, University of Toronto - OISE

• Clare Kosnik, University of Toronto

• Cathy Marie Miyata, University of Toronto