Critical, Contextualized, Content-Rich: Revisiting the Call for Humanizing Pedagogies in Literacy Methods Instruction

Autor/inn/en	Riley, Kathleen; Crawford-Garrett, Katherine
Titel	Critical, Contextualized, Content-Rich: Revisiting the Call for Humanizing Pedagogies in Literacy Methods Instruction
Quelle	In: English Teaching: Practice and Critique, 21 (2022) 2, S.156-170 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
DOI	10.1108/ETPC-08-2020-0098
Schlagwörter	Literacy Education; Teacher Education; Humanization; Theory Practice Relationship; Reading Instruction; Racial Bias; Political Attitudes; Educational Strategies; Cultural Relevance + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Humanisierung; Theorie-Praxis-Beziehung; Leseunterricht; Racial discrimination; Rassismus; Political attitude; Politische Einstellung; Lehrstrategie
Abstract	Purpose: In this study, the authors draw upon 10 years of collaborative teaching and research as two, White, women literacy teacher educators to theorize the role of humanizing pedagogies within literacy teacher education and share explicit examples of how these pedagogies might be operationalized in actual classroom settings. Design/methodology/approach: This study is based on 10 years of qualitative, teacher inquiry research on authors' shared practice as literacy teacher educators and has included focus groups with students, the collection of student work and extensive field notes on class sessions. Findings: Contextualized within decades-old calls for humanizing teacher education practices, this study puts forward a framework for teaching literacy methods that centers critical, locally contextualized, content-rich approaches and provides detailed examples of how this study implemented this framework in two contrastive teacher education settings comprising different institutional barriers, regional student populations and program mandates. Originality/value: The proposed framework of critical, locally contextualized and content-rich literacy methods offers one possibility for reconciling the divergent debates that perpetually shape literacy teaching and learning. As teachers are prepared to enter classrooms, the authors model concrete approaches and strategies for teaching reading within and against a sociopolitical landscape imbued with White supremacist ideals and racial bias. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01