Disrupting Niceness in Literacy Teacher Education: Non-Linear Trajectories Toward Culturally Relevant Pedagogy

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Amy Tondreau, Wendy L. Gardiner, Tierney B. Hinman, Tess M. Dussling, Elizabeth Y. Stevens, Kristen L. White, Nance S. Wilson
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引用次数: 0

Abstract

Many teacher educators seek to implement culturally relevant pedagogy (CRP) in their courses. However, enactment is often mediated by our socialization into whiteness and niceness. This study investigates how our self-study community of practice (SSCoP) of eight White female literacy teacher educators at different institutions collaborated to narrow the gap between our aspirations for implementing CRP and enacted practice. Through analysis of collaborative journal entries, we interpret tensions between what niceness and whiteness demand of us and what enactment of CRP requires: (a) between centering equity in our courses and addressing equity on the margins, (b) between enactment of critical pedagogy and maintaining status as “nice” educators, and (c) between the expectation of expertise and the necessity of a learning stance. We argue that teacher educators might use SSCoP spaces to navigate the complex interplay between their identities and the sociopolitical context of teacher education to more fully enact CRP.
扫盲教师教育中的 "破坏性":实现文化相关教学法的非线性轨迹
许多师范教育工作者都试图在他们的课程中实施文化相关教学法(CRP)。然而,我们在实施过程中往往受到白人社会化和友善的影响。本研究调查了我们的自学实践社区(SSCoP)如何与不同院校的八位白人女性扫盲教师教育者合作,缩小我们实施文化相关教学法的愿望与实践之间的差距。通过对合作日记条目进行分析,我们解释了对我们的好感和白人身份的要求与实施 CRP 的要求之间的紧张关系:(a)在我们课程中以公平为中心与解决边缘公平问题之间,(b)在实施批判性教学法与保持 "好 "教育者身份之间,以及(c)在对专业知识的期望与学习立场的必要性之间。我们认为,师范教育工作者可以利用 SSCoP 空间来驾驭其身份与师范教育的社会政治背景之间复杂的相互作用,从而更充分地实施 CRP。
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来源期刊
Journal of Teacher Education
Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.90
自引率
7.70%
发文量
0
期刊介绍: The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).
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