How Teacher Educators’ Lived Experiences Affect Teaching for Social Justice1

Lydia Menna, Pooja Dharamshi, Clare Kosnik
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Abstract

Abstract This article explores the ways in which lived experiences informed literacy teacher educators' (LTEs) pedagogies and practices of social justice. In particular, three case studies were conducted to examine why the LTEs chose to address social justice, as well as how their life experiences influenced their views and pedagogies in their literacy courses to address social justice, race, and race related issues. Each of the LTEs recalled transformative experiences that shaped their views not only of literacy, but the interconnections between schooling, social justice, and race.
教师教育工作者的生活经历如何影响社会正义教学
摘要本文探讨了生活经验知识素养教师教育者(LTEs)的教学方法和社会正义实践的方式。特别地,我们进行了三个案例研究,以研究ltte为什么选择解决社会正义问题,以及他们的生活经历如何影响他们在扫盲课程中解决社会正义、种族和种族相关问题的观点和教学法。每一位ltte都回忆起了变革的经历,这些经历不仅塑造了他们对读写能力的看法,而且塑造了他们对学校教育、社会正义和种族之间相互联系的看法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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