Moving Forward and Blurring Lines: Studying the Practices and Pedagogies of Community-Engaged Teacher Educators

• In Event: 75.024 - Righting Imbalances in Teacher Education: Centering Community Knowledges and Perspectives

Abstract

If teacher education is truly to be a site for social justice and equity, it is insufficient to present strategies and techniques for classroom teaching without modelling pedagogies that demonstrate a commitment to all pupils and the communities in which they serve (Haddix, 2015). This study, which included 10 literacy teacher educators (LTEs) in Canada and the U.S. explored the pedagogies and practices of LTEs’ who enacted community-engaged pedagogies in their courses. The LTEs conceptualized literacy as an expansive meaning-making practice that was situated in- and ouside of formal school settings. This understanding informed their courses and aimed to help student teachers to reexamine their assumptions around literacy and view the classroom as an extension of the community.

Authors

• Pooja Dharamshi, Simon Fraser University

• Clare Kosnik, University of Toronto/OISE

• Lydia Menna, University of Alberta