A Reading Specialist Candidate’s Enactment of Equity Pedagogy for Reluctant Writers During a Virtual Literacy Clinic, embedded in a Detroit Public School Community District and University Collaboration

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 1
  In Roundtable Session: From Theory to Transformation: Preparing Justice-Oriented Educators Through Critical Literacy, Equity, and Practice

Abstract

This study examined a reading specialist candidate who facilitated equity pedagogy for a reluctant writer, embedded in literature-based programming during remote literacy practicum experiences in conjunction with a partnering Detroit Public School Community District , as part of a broader summer literacy program in an endeavor of reducing summer learning loss. An examination of candidate's enactment of equity pedagogy, situated in culturally relevant text sessions revealed the role that culture plays in supporting children’s imaginative capital. An examination of perspectives of the school coordinator revealed the benefits of the university partnership to bridge the achievement gap as a consequence of longstanding effects of Covid-era schooling and support the literacy development of remote learners.

Author

• K. Dara Hill, University of Michigan - Dearborn