“You Write How You Talk”: Negotiating the Tensions of Schooled Literacy in Teacher Education

• In Event: Roundtable Session 13
  In Roundtable Session: Examining Teacher and Student Writing Across Contexts

Abstract

This longitudinal qualitative study examines how pre-service teachers construct conceptions of literacy and enact literacy pedagogy over a two-year teacher education program. This paper examines the case of “Laura” one of the participating pre-service teachers to illustrate how her literacy history informed her conception of literacy and construction of literacy pedagogy. Laura’s schooled literacy history animates the ideological nature of literacy and highlights how ideological structures often set the parameters for what literacy counts, to thereby reproduce systems of marginalization. As Laura reflected upon her literacy history throughout the course of her teacher education studies she came to identify these experiences as valuable resources from which to construct a multifaceted literacy pedagogy.

Authors

• Lydia Menna, OISE/University of Toronto

• Clare Kosnik, University of Toronto