"My Hair Has a Lot of Stories!": Unpacking Culturally Sustaining Writing Pedagogies in an Elementary Mediated Field Experience for Teacher Candidates

Autor/inn/en	Laman, Tasha Tropp; Davis, Tammi R.; Henderson, Janelle W.
Titel	"My Hair Has a Lot of Stories!": Unpacking Culturally Sustaining Writing Pedagogies in an Elementary Mediated Field Experience for Teacher Candidates
Quelle	In: Action in Teacher Education, 40 (2018) 4, S.374-390 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1503979
Schlagwörter	Preservice Teachers; Language Arts; Methods Courses; Urban Schools; Curriculum; Culturally Relevant Education; Experiential Learning; Preservice Teacher Education; Elementary Education; African American Students; White Students; Writing Assignments; Student Attitudes; Attitude Change; Writing Instruction; Consciousness Raising + Suchen Sie Ihr Suchwort? Sprachkultur; Methodisch-didaktische Anleitung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Curricula; Lehrplan; Rahmenplan; Experiental learning; Erfahrungsorientiertes Lernen; Lehramtsstudiengang; Lehrerausbildung; Elementarunterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Attitudinal change; Einstellungsänderung; Schreibunterricht; Bewusstseinsbildung
Abstract	This qualitative study examined what teacher candidates learned in a field-based mediated Language Arts methods course, intentionally designed to support teacher candidates in learning what is possible rather than typical, in an urban school setting where curriculum is often prescriptive rather than generative. Culturally sustaining pedagogies provided a powerful and important framework for curriculum and inquiry; these pedagogies guided this preservice teacher education course. Findings from this study indicate that this mediated experience served as an initial foray into recognizing and unpacking teacher candidates' deficit perspectives related to race and class-based assumptions about children and their families, and about the community in which they lived. In addition, teacher candidates began to understand the nuanced and intentional moves teachers must make to affect student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01