"Wait, Are We Really Saying a TikTok Is Literacy?" Teacher Candidates Read and Respond to Anti-Oppressive Comics

• In Event: Critical Responses to Literature: Using Texts for Social Justice

Abstract

Using ethnographic methods, this paper explores what happened when teacher educators and teacher candidates -- all committed to pursuing anti-oppressive pedagogies -- read and respond to comics marketed to youth? Drawing on Kumashiro’s (2000a; 2000b; 2001; 2004) framework for anti-oppressive education, analysis in this paper illuminates the ways that one teacher educator and a group of teacher candidates pursued and developed anti-oppressive pedagogies in the context of a voluntary book club. The author draws on data that includes audio- and video- recordings, impromptu interviews, artifacts, memos, and field notes. Findings from this paper reveal the way one teacher educator and a group of teacher candidates pursue and resist pedagogical stances that are anti-oppressive.

Author

• Nicole Ann Amato, University of Iowa
  Presenting Author