Territorializing Routines of Action: Preservice Teachers Using Engineering and Culturally Sustaining Pedagogies in Elementary Grades

• In Event: Posthuman and Postfoundational Perspectives on Teaching and Teacher Education

Abstract

As part of Next Generation of Science Standards, pre-service teachers must learn to plan and implement engineering activities using an engineering design model. In addition, pre-service teachers must teach this content to a growing multilingual student population in elementary grades in the US. We describe how pre-service teachers use a modified 7-step engineering model to teach about sound to a group of rising 4th grade emergent bilingual students in a summer program in English and Spanish. Using the process of territorialization from assemblage theory, we explore how three pre-service teachers implemented engineering activities using culturally and linguistically sustaining pedagogies. We conclude with a series of recommendations to facilitate the process of territorialization for pre-service teachers in science/engineering education.

Authors

• Max Vazquez Dominguez, University of North Georgia

• Lourdes Cardozo-Gaibisso, Mississippi State University

• Cory A. Buxton, Oregon State University

• Ruth Harman, University of Georgia