Creating and Trying On New Discourses: Exploring the Pedagogical Practices of Literacy Teacher Educators With a Critical Stance

• In Event: 33.039 - Preparing Future Teachers for the Complexities of Responsible Teaching and Activism

Abstract

This paper examines the practices and pedagogies of six critical literacy teacher educators across five U.S. states and six universities. Using the critical stance framework developed by Lewison, Harste, & Leland in 2008, we examine ways in which teacher educators enact a dimension of the framework, Entertaining Alternate Ways of Being (Lewison et al., 2008). We found that the literacy teacher educators were able to enact a critical stance in their courses in three ways: exploring tensions in the teacher education classroom; understanding the multimodal nature of literacy; and understanding the multimediated nature of literacy. The teacher educators’ progressive views of literacy were negotiated into their classroom by creating invitations for student teachers to disrupt their assumptions of literacy.

Authors

• Pooja Dharamshi, University of Toronto - OISE

• Clare Kosnik, University of Toronto/OISE

• Cathy Marie Miyata, University of Toronto