Developing a Pedagogy of Multiliteracies: Transforming Intern Teacher Education Through Community Partnership in the Third Space

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Asset-Based Approaches to Teaching and Learning

Abstract

This study describes a book-writing partnership between students and faculty at small private university and members of a neighboring low-income, African American community. Credential students in a literacy course, who were preparing to fill teacher shortages in special education by becoming provisional intern teachers (ITs) collaborated with K-10 students at summer camp to co-construct children’s books about social change and give author readings in students’ community. Findings showed that course work in multiliteracies along with simultaneous community-supported field experiences allowed ITs to move away from race- and disability-based deficit perspectives, de-center their own authority, value student and community expertise, and embrace expansive views of literacy and cultural and human experience.

Author

• Nicola McClung, University of San Francisco