Explorations of Preservice Teachers' Linguistic Funds of Knowledge in a Post-Truth Era

• In Event: 47.096 - MTCC Roundtable Session 20
  In Roundtable Session: 47.096-2 - The Intersectionality of Teacher Education

Abstract

In this complex and dynamic post-truth era, counter-narratives that go some way to addressing pathologies that locate diverse individuals, families and communities as an educational problem are crucial. In this paper, we present the voices of a group of diverse Australian primary and secondary pre-service teacher education students. In this study, we profile the linguistic funds of knowledge (Moll et al. 1992) of this group and consider how institutional practices and students’ own attitudes and beliefs about their ‘linguistic funds of knowledge’ intersect. An ability to motivate and prepare pre-service teachers to be active agents in their own profession and employ critical reflection and critical pedagogies that support transformative change is crucial in the post truth era

Authors

• Jacqueline Ann D'warte, University of Western Sydney Australia

• Katina Zammit, Western Sydney University

• Lynde Tan, Western Sydney University