Analyzing Prospective Teacher (Di)Stance Toward Teaching New/Multi-/Community Literacies in Culturally Sustaining Ways

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-12 - New Literacies in Teacher Preparation

Abstract

While research in teacher education illuminates the tensions prospective teachers (PSTs) encounter across courses dedicated to issues of power, oppression, and opportunity, there is a lack of research exploring these tensions in methods coursework. This qualitative case study, in response to the paucity of literature concerning issues of difference and diversity, (as well as the expansion of conceptualizing “literacy/ies” in English language arts methods courses to be more inclusive) traces how PSTs (di)stance towards teaching New/Multi-/Community literacies to diverse learners in culturally sustaining ways is a complex process. Findings suggest that these so-called tensions are merely sights and signs of needed reflection as the process towards developing a culturally sustaining stance is more dialogic than fixed.

Authors

• Cassie Jo Brownell, Michigan State University

• Jon Michael Wargo, Michigan State University