Engaging the Intellectual and the Moral in Critical Literacy Education: The Four-Year Journeys of Two Teachers From Teacher Education to Classroom Practice

As teachers are increasingly being asked and expected to teach across cultural differences and work toward social justice in their classrooms, teacher educators must seriously consider how university course work impacts students in their own classrooms. This article present a four-year qualitative c...

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Veröffentlicht in:	Reading research quarterly Jg. 44; H. 2; S. 145 - 168
Hauptverfasser:	Jones, Stephanie, Enriquez, Grace
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Oxford, UK Blackwell Publishing Ltd 01.04.2009 International Reading Association International Literacy Association
Schlagworte:	Case Studies childhood Children Classroom communication Classroom practice Classrooms college College students crit theory Critical Literacy Critical pedagogy Critical Theory critlit Cultural Differences Education Educational Experience Elementary Education Elementary schools Ethics graduate Graduate students Habitus Higher education inservice Intelligence learner Learning Literacy Literacy Education Literacy programs methodology Moral education Moral Values Pedagogy Politics profdev qualitative Qualitative Analysis Qualitative Research R&D Reading instruction Research & development Social aspects Social Factors Social Justice sociocultural Student teacher relationship Students Teacher Attitudes Teacher centers Teacher Education Teacher Educators Teachers Teaching Teaching Methods theoretical topic Training transformative type United States New York United States > US
ISSN:	0034-0553, 1936-2722
Online-Zugang:	Volltext
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Zusammenfassung:	As teachers are increasingly being asked and expected to teach across cultural differences and work toward social justice in their classrooms, teacher educators must seriously consider how university course work impacts students in their own classrooms. This article present a four-year qualitative case study investigating the meaning-making of two students in a graduate course focused on literacy and culture during the semester the course was taken and their subsequent entrance into the classroom to teach primary grade students. The authors use Bourdieu's constructs of habitus, field, and capital to better understand when, where, and why teachers take up critical literacy practices across time and context. The authors argue that teacher education pedagogy is merely a point of contact and a point of departure for learners and that nuanced, long-term readings of teacher education students' improvisations of habitus reveal the interplay between their formal learning and their personal, social, political, and other formal educational experiences. The impact of university course work can prompt small or significant changes in habitus and the interactions between habitus and particular fields (graduate course, life, elementary school, and literacy pedagogy) can both reinforce a critical literacy perspective and constrain that perspective.
Bibliographie:	ark:/67375/WNG-Z1KLQSL2-S ArticleID:RRQ359 istex:C2EA643E7B03DC1706E65B26F2FAC358A65B15F0 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 ObjectType-Article-2 ObjectType-Feature-1 content type line 23
ISSN:	0034-0553 1936-2722
DOI:	10.1598/RRQ.44.2.3