Balancing Critical Literacy and Literacy Practice: A Self-Study of Literacy Teacher Educators Across Contexts

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Language and Literacy in Self-Sudy

Abstract

As teacher educators from various U.S. contexts, we share a commitment to critical literacy. However, we are concerned that moves toward reform in teacher education without sufficient examination of its consequences work to de-center critical literacy in our coursework. In order to push back on these trends, we employ self-study to investigate the ways we conceptualize critical literacy and enact those conceptions in our syllabi and instructional choices. We will demonstrate how our collaboration has deepened our understanding of critical literacy, broadened our perspectives, and increased our repertoire of pedagogical tools. We will invite attendees to share their own experiences with these tensions and pushing back against them, so that we may all share ideas to sustain this work.

Authors

• Amy Leigh Tondreau, Austin Peay State University

• Nance S Wilson, SUNY - College at Cortland

• Tess Dussling, St. John's University

• Wendy L. Gardiner, Pacific Lutheran University

• Sophie Degener, National-Louis University

• Kristen White, Northern Michigan University

• Kathy Cullen, Utica College

• Elizabeth Stevens, Roberts Wesleyan College

• Tierney B Hinman, Auburn University