Facilitating Historical Literacy With Urban Youth Through Young Adult Literature: Exploring the Views and Practices of African American Teacher Candidates

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-25 - Issues in Urban Education: Diversity and Social Justice

Abstract

This manuscript investigates how four African American teacher candidates conceptualized and enacted their teaching of historical literacy concepts and skills during a redesigned semester of their graduate secondary social studies education program. Qualitative methods were used to examine the teacher candidates’ views on historical literacy as they completed a required content area reading (CAR) course focused on disciplinary literacies, and their practices as student teachers during an alternative field experience facilitating young adult literature (YAL) book clubs with urban youth.

Authors

• Jason K. Ritter, Duquesne University

• Casey O'Donnell-Chavis, Duquesne University