Resisting Deficit Framings: Exploring Nuance in Preservice Teacher Beliefs on Diversity and Literacy Instruction (Poster 1)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session One

Abstract

Our study explored pre-service teacher (PST) beliefs for enacting culturally responsive literacy instruction in their future classrooms. First, we analyzed PST beliefs about the intersection of student diversity and literacy instruction, beliefs that emerged along a continuum between equity and equality. Second, we analyzed PST beliefs about the relationship between culturally responsive pedagogy and literacy instruction. Results typify five PST belief profiles and reveal how they understand the domains of literacy instruction, diversity, and culturally responsive pedagogy to intersect. Although the vast majority of PSTs proffered responses revealing culturally competent beliefs, some PSTs rested on beliefs about universal and equal literacy instruction for students. The results offer a glimpse of hope that teacher preparation can support development towards critical consciousness.

Authors

• Michelle Nguyen Kwok, Texas A&M University
  Presenting Author

• Ambyr Ruth Rios, Kansas State University
  Presenting Author

• Andrew Kwok, Texas A&M University
  Presenting Author