Making readers visible: Exploring equitable academic reading pedagogies in teacher education

• In Event: Centering Equity Pedagogies

Abstract

Teacher education provides a site to make the challenges of academic reading visible. This self-study explores the emergence of an elementary language arts course while I engaged in a learning opportunity with other teacher educators and an Indigenous Knowledge Keeper (Reading Pedagogies of Equity Professional Learning: R-PEP). R-PEP made space to discover and recover reading pedagogies that better scaffolded learning in the language arts course and connected with the spirits of teacher candidates as readers.

Authors

• Mary Ott, York University

• Rachel Heydon, The University of Western Ontario