Learning to Teach, Learning to Act: Becoming a Critical Literacy Teacher

Autor/inn/en	Rogers, Rebecca; Mosley Wetzel, Melissa; O'Daniels, Katherine
Titel	Learning to Teach, Learning to Act: Becoming a Critical Literacy Teacher
Quelle	In: Pedagogies: An International Journal, 11 (2016) 4, S.292-310 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2016.1229620
Schlagwörter	Critical Literacy; Qualitative Research; Case Studies; Preservice Teachers; Social Action; Student Role; Activism; Discourse Analysis; Pretests Posttests; Seminars; Tutoring; Group Discussion; Semi Structured Interviews; Racial Identification; Professional Development; Ethnography + Suchen Sie Ihr Suchwort? Kritisches Lesen; Qualitative Forschung; Case study; Fallstudie; Case Study; Soziales Handeln; Aktivismus; Politischer Protest; Diskursanalyse; Seminar; Förderkonzept; Nachhilfeunterricht; Gruppendiskussion; Ethnografie
Abstract	Critical literacy requires an exploration of privilege and social justice. This includes an exploration of power and action in one's "inner" and "outer" lives. This qualitative case study illustrates the ways in which Jonah, a preservice teacher, navigates social practices and actions in his roles as a student, activist, and literacy teacher. Through critical discourse analysis, we conceptualize social action in relation to critical literacy teaching, using a framework of discourses "of," discourses "as," and discourses "in" action to construct a nuanced understanding of social action in relation to critical literacy. Given the demands of a standardized curriculum on teachers' autonomy, this is an important illustration of how social action can be enacted and embodied through the act of teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01