Constructing Literacy Capital in Rural Contexts: A Discourse Analysis of Teachers' Language

• In Event: Teaching With Purpose in Rural Places

Abstract

The purpose of this study is to deepen understanding of discursive practices in rural literacies. Using Gee’s (2011) concept of figured worlds, we examined rural teachers’ notions of what is natural in their teaching contexts (p. 156). Three themes emerged in the findings: the reification of interpersonal relationships, an eclipse of rural literacy capital, and an adherence to national and state curricular norms. The rural teachers viewed themselves as fulfilling community expectations and maintaining their end of a valuable relationship through their conformity to hegemonic educational practices. Implications include the need for teacher education programs to develop candidates’ capacities for responsively and respectfully partnering with community literacy resources—starting with building teacher awareness to inspire place-consciousness in their pedagogy.

Authors

• Judith Franzak, Salisbury University

• Heather Porter, Salisbury University

• Courtney Harned, University of Maryland Eastern Shore

• Christine Taylor, Salisbury University

• Jenny McFadden, Salisbury University