"Seeing the Everyday Through New Lenses": Exploring the Pedagogical Practices of Literacy Teacher Educators With a Critical Stance

• In Event: Roundtable Session 18
  In Roundtable Session: Critical Literacy in Teacher Preparation and Practice

Abstract

This paper examines the practices and pedagogies of six critical literacy teacher educators across five U.S. states and six universities. Using the critical literacy framework developed by Lewison, Leland & Harste in 2008, we examine ways in which teacher educators enact a dimension of the framework, Disrupting the Commonplace (Lewison et al., 2008). This paper reports on three ways the literacy teacher educators were able to enact critical literacy practices in their courses: using an expansive definition of literacy; helping student teachers shed deficit perspectives; and using popular culture and media in the curriculum. The teacher educators’ progressive views of literacy were negotiated into their classroom by creating invitations for student teachers to disrupt their assumptions of literacy.

Authors

• Pooja Dharamshi, University of Toronto - OISE

• Clare Kosnik, University of Toronto/OISE

• Cathy Marie Miyata, University of Toronto