Influences on Practice: Exploring the Backgrounds and Experiences of Critical Literacy Teacher Educators

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-1 - Division K Section 3 Poster Session 1

Abstract

This paper examines the backgrounds, experiences, and views of six critical literacy teacher educators across five U.S. states and six universities. Using a framework of critical literacy practices (Lewison, Harste, & Leland, 2008), we examine ways in which teacher educators’ early life experiences; commitment involvement; and mentor relationships influence their views of and practices in pre-service literacy teacher education. We analyze the ways in which the literacy teacher educators’ out of academy experiences relate to disrupting commonplace notions of teaching, learning, and schooling. Finally, we suggest that the link between lived experiences with marginalization and a critical consciousness may serve as the cornerstone of a critical literacy attitude.

Authors

• Pooja Dharamshi, University of Toronto - OISE

• Clare Kosnik, University of Toronto/OISE

• Cathy Marie Miyata, University of Toronto

• Lydia Menna, OISE/University of Toronto

• Yiola Cleovoulou, University of Toronto - OISE