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 |
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| Hauptverfasser: | , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
Oxford, UK
Blackwell Publishing Ltd
01.04.2009
International Reading Association International Literacy Association |
| Schlagworte: | |
| ISSN: | 0034-0553, 1936-2722 |
| Online-Zugang: | Volltext |
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| Abstract | 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. |
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| AbstractList | 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. Adapted from the source document 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. [PUBLICATION ABSTRACT] 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. 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. في حين تتزايد الطلبات والتوقعات من المعلمين أن يدرّسوا عبر الاختلافات الثقافية ويتوجهون باتجاه العدالة الاجتماعية في صفوفهم فلا بد لمعلمي المعلمين من تأمل كيف تؤثر واجبات صفوف الجامعة الطلاب في صفوفهم الخاصة. ونقدّم في هذه المقالة حالة دراسية نوعية مدتها أربع سنوات تستقصى خلق المعنى لطالبين في مادة على مستوى الماجستير مركزة على معرفة القراءة والكتابة والثقافة أثناء الفصل الدراسي الذي أخذاها فيه وثمة دخولهما إلى الصف كي يدرّسا طلاب المدرسة الابتدائية. نستخدم بِنى بورديو بشأن البيئة والمجال ورأس المال من أجل فهم بشكل أفضل متى وأين ولماذا يتبنّى المعلمون ممارسات التعليم النقدي عبر الزمن والسياق. ونقدّم الحجة بأن علم أصول التدريس هو مجرد نقطة الاتصال للمعلمين ونقطة الانطلاق للدارسين وأن القراءة المدقّقة على المدى البعيد لارتجالات طلاب المعلمين في بيئة تكشف عن التعاون والتفاعل بين تعلمهم الرسمي وتجاربهم السياسية والاجتماعية والشخصية وغير ذلك من التجارب التعليمية الرسمية. إن وقع واجبات الجامعة قد يدعو للمتغيرات سواء أكانت تافهة أم مهمة في البيئة والتفاعلات بين البيئة ومجالات معينة (أي مادة دراسية أو الحياة أو المدرسة الابتدائية أو علم أصول التدريس في معرفة القراءة والكتابة) قد يعزز منظور التعلم النقدي أو يقيد ذلك المنظور. 当教师日益被要求和期待会在教室中教授横跨文化的差异，并为社会公义进行工作时，教师教育工作者必须认真考虑大学课程如何在他们自己的教室里影响学生。在本文中，我们报告一项为期四年的质的个案研究。研究对象是两名修读研究课程的学生。研究焦点是考查该两名学生在整学期里修读一门以读写能力与文化为主的课程时，及其后他们进入小学教室进行教学的期间中，他们所经历的意义建构过程。我们使用布尔迪厄的惯习、领域和资本等构建，帮助加深了解教师在什么时候、在哪里和为什么会跨越时间和跨越语境地采纳批判式读写文化实践。我们认为，教师教育中的教学法仅是为学习者提供一个接触点和一个出发点而已。根据细微和长时期对教师教育学生的观察所得，他们在教学惯习方面的即席创作显示出：他们正式的学习与他们在个人、社会、政治及其他正式教育的经验之间产生的相互影响。大学课程的影响能促使或大或小的惯习改变，而惯习与特殊领域（研究生课程、生活、小学和读写教学法）之间的相互作用，却能加强，也能约束批判式读写文化观点。 Alors que l'on demande de plus en plus aux enseignants et que l'on s'attend de plus en plus à ce qu'ils prennent en compte les différences culturelles et travaillent pour plus de justice sociale dans leur classe, les formateurs des maîtres doivent examiner sérieusement comment leur enseignement à l'université atteint les élèves dans leurs propres salles de classe. Nous présentons dans cet article une étude de cas qualitative poursuivie pendant quatre ans qui examine comment deux élèves ont fait du sens dans un cours de licence centré sur la littératie et la culture, pendant le semestre où ils ont suivi ce cours et par la suite, lorsqu'ils ont fait la classe avec des élèves de première année d'école primaire. Nous avons utilisé les concepts d'habitus, de champ et de capital de Bourdieu pour mieux comprendre quand, où et pourquoi les enseignants réalisent des pratiques de littératie critique selon le moment et le contexte. Nous affirmons que la formation des maîtres est principalement un point de contact et un point de départ pour les apprenants, et que les lectures nuancées et à long terme des improvisations de l'habitus de la formation des maîtres révèlent l'interaction entre leur apprentissage formel et leurs expériences personnelles, sociales, politiques et d'autres expériences d'éducation formelle. L'impact d'un cours à l'université peut susciter de petits changements ou des changements significatifs d'habitus, et les interactions entre l'habitus et des champs particuliers (cours de licence, vie, école élémentaire, et pédagogie de la littératie) peuvent aussi bien renforcer une perspective de littératie critique que réduire cette perspective. Поскольку в современном мире учителям все чаще приходится работать в этнически пестром учебном сообществе и уделять на уроках все больше внимания вопросам социальной справедливости, преподаватели высшей школы, которые занимаются подготовкой будущих учителей, должны серьезно задуматься над тем, как предлагаемые в университете курсы впоследствии отразятся на педагогической деятельности их нынешних студентов. В данной статье представлено четырехлетнее качественное кейс‐исследование, посвященное профессиональному становлению двух студентов‐старшекурсников, которые в течение одного семестра посещали курс по развитию грамотности в этнокультурном контексте, а затем начали преподавать в начальной школе. Мы используем предложенные Бурдье понятия habitus, поле и капитал, чтобы лучше понять когда, где, и почему учителя начинают применять методы критической грамотности систематически и в разных учебных ситуациях. Мы утверждаем, что полученное учителями педагогическое образование – лишь отправная точка в их профессиональном развитии. Подробное, долгосрочное исследование, посвященное их habitus, отражает взаимодействие между их формальным образованием и их личным, социальным, политическим и иным опытом. Университетский курс может оказать как небольшое, так и существенные воздействие на habitus и на взаимосвязи между habitus и конкретными полями (дипломный проект, жизнь, преподавание в начальной школе, уроки грамотности). Он способен как расширить, так и сузить взгляды будущих педагогов на критическую грамотность. Ya que se les pide y se espera cada vez con más frecuencia a los maestros que enseñen a través de diferencias culturales y que trabajen hacia la justicia social en sus aulas, los educadores de maestros deben considerar seriamente el impacto que los cursos universitarios tienen en los estudiantes en sus propias aulas. En este artículo presentamos un estudio cualitativo de cuatro años que investiga la construcción de significado de dos estudiantes en un curso graduado sobre la alfabetización y la cultura durante el semestre en que tomaron el curso y su subsiguiente entrada al salón de clase como maestros de primer grado. Usamos el concepto de Bourdieu sobre el habitus, el campo y el capital para mejor entender cuándo, dónde y por qué los maestros asumen prácticas críticas de alfabetización a través del tiempo y del contexto. Nuestro argumento es que la pedagogía de la enseñanza de maestros no es más que un punto de encuentro y partida para los aprendices y que la lectura a través del tiempo de la improvisación de habitus de estudiantes de educación para maestros revela el juego entre su aprendizaje formal y sus experiencias personales, sociales, políticas y otras experiencias docentes. El impacto del trabajo universitario puede suscitar cambios pequeños o importantes en el habitus, y la interacción entre el habitus y el campo particular (curso graduado, la vida, la escuela primaria, y la pedagogía de la alfabetización) puede tanto reforzar una perspectiva de alfabetización crítica como constreñir tal perspectiva. ABSTRACT 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. في حين تتزايد الطلبات والتوقعات من المعلمين أن يدرّسوا عبر الاختلافات الثقافية ويتوجهون باتجاه العدالة الاجتماعية في صفوفهم فلا بد لمعلمي المعلمين من تأمل كيف تؤثر واجبات صفوف الجامعة الطلاب في صفوفهم الخاصة. ونقدّم في هذه المقالة حالة دراسية نوعية مدتها أربع سنوات تستقصى خلق المعنى لطالبين في مادة على مستوى الماجستير مركزة على معرفة القراءة والكتابة والثقافة أثناء الفصل الدراسي الذي أخذاها فيه وثمة دخولهما إلى الصف كي يدرّسا طلاب المدرسة الابتدائية. نستخدم بِنى بورديو بشأن البيئة والمجال ورأس المال من أجل فهم بشكل أفضل متى وأين ولماذا يتبنّى المعلمون ممارسات التعليم النقدي عبر الزمن والسياق. ونقدّم الحجة بأن علم أصول التدريس هو مجرد نقطة الاتصال للمعلمين ونقطة الانطلاق للدارسين وأن القراءة المدقّقة على المدى البعيد لارتجالات طلاب المعلمين في بيئة تكشف عن التعاون والتفاعل بين تعلمهم الرسمي وتجاربهم السياسية والاجتماعية والشخصية وغير ذلك من التجارب التعليمية الرسمية. إن وقع واجبات الجامعة قد يدعو للمتغيرات سواء أكانت تافهة أم مهمة في البيئة والتفاعلات بين البيئة ومجالات معينة (أي مادة دراسية أو الحياة أو المدرسة الابتدائية أو علم أصول التدريس في معرفة القراءة والكتابة) قد يعزز منظور التعلم النقدي أو يقيد ذلك المنظور. 当教师日益被要求和期待会在教室中教授横跨文化的差异，并为社会公义进行工作时，教师教育工作者必须认真考虑大学课程如何在他们自己的教室里影响学生。在本文中，我们报告一项为期四年的质的个案研究。研究对象是两名修读研究课程的学生。研究焦点是考查该两名学生在整学期里修读一门以读写能力与文化为主的课程时，及其后他们进入小学教室进行教学的期间中，他们所经历的意义建构过程。我们使用布尔迪厄的惯习、领域和资本等构建，帮助加深了解教师在什么时候、在哪里和为什么会跨越时间和跨越语境地采纳批判式读写文化实践。我们认为，教师教育中的教学法仅是为学习者提供一个接触点和一个出发点而已。根据细微和长时期对教师教育学生的观察所得，他们在教学惯习方面的即席创作显示出：他们正式的学习与他们在个人、社会、政治及其他正式教育的经验之间产生的相互影响。大学课程的影响能促使或大或小的惯习改变，而惯习与特殊领域（研究生课程、生活、小学和读写教学法）之间的相互作用，却能加强，也能约束批判式读写文化观点。 Alors que l'on demande de plus en plus aux enseignants et que l'on s'attend de plus en plus à ce qu'ils prennent en compte les différences culturelles et travaillent pour plus de justice sociale dans leur classe, les formateurs des maîtres doivent examiner sérieusement comment leur enseignement à l'université atteint les élèves dans leurs propres salles de classe. Nous présentons dans cet article une étude de cas qualitative poursuivie pendant quatre ans qui examine comment deux élèves ont fait du sens dans un cours de licence centré sur la littératie et la culture, pendant le semestre où ils ont suivi ce cours et par la suite, lorsqu'ils ont fait la classe avec des élèves de première année d'école primaire. Nous avons utilisé les concepts d'habitus, de champ et de capital de Bourdieu pour mieux comprendre quand, où et pourquoi les enseignants réalisent des pratiques de littératie critique selon le moment et le contexte. Nous affirmons que la formation des maîtres est principalement un point de contact et un point de départ pour les apprenants, et que les lectures nuancées et à long terme des improvisations de l'habitus de la formation des maîtres révèlent l'interaction entre leur apprentissage formel et leurs expériences personnelles, sociales, politiques et d'autres expériences d'éducation formelle. L'impact d'un cours à l'université peut susciter de petits changements ou des changements significatifs d'habitus, et les interactions entre l'habitus et des champs particuliers (cours de licence, vie, école élémentaire, et pédagogie de la littératie) peuvent aussi bien renforcer une perspective de littératie critique que réduire cette perspective. Поскольку в современном мире учителям все чаще приходится работать в этнически пестром учебном сообществе и уделять на уроках все больше внимания вопросам социальной справедливости, преподаватели высшей школы, которые занимаются подготовкой будущих учителей, должны серьезно задуматься над тем, как предлагаемые в университете курсы впоследствии отразятся на педагогической деятельности их нынешних студентов. В данной статье представлено четырехлетнее качественное кейс‐исследование, посвященное профессиональному становлению двух студентов‐старшекурсников, которые в течение одного семестра посещали курс по развитию грамотности в этнокультурном контексте, а затем начали преподавать в начальной школе. Мы используем предложенные Бурдье понятия habitus, поле и капитал, чтобы лучше понять когда, где, и почему учителя начинают применять методы критической грамотности систематически и в разных учебных ситуациях. Мы утверждаем, что полученное учителями педагогическое образование – лишь отправная точка в их профессиональном развитии. Подробное, долгосрочное исследование, посвященное их habitus, отражает взаимодействие между их формальным образованием и их личным, социальным, политическим и иным опытом. Университетский курс может оказать как небольшое, так и существенные воздействие на habitus и на взаимосвязи между habitus и конкретными полями (дипломный проект, жизнь, преподавание в начальной школе, уроки грамотности). Он способен как расширить, так и сузить взгляды будущих педагогов на критическую грамотность. Ya que se les pide y se espera cada vez con más frecuencia a los maestros que enseñen a través de diferencias culturales y que trabajen hacia la justicia social en sus aulas, los educadores de maestros deben considerar seriamente el impacto que los cursos universitarios tienen en los estudiantes en sus propias aulas. En este artículo presentamos un estudio cualitativo de cuatro años que investiga la construcción de significado de dos estudiantes en un curso graduado sobre la alfabetización y la cultura durante el semestre en que tomaron el curso y su subsiguiente entrada al salón de clase como maestros de primer grado. Usamos el concepto de Bourdieu sobre el habitus, el campo y el capital para mejor entender cuándo, dónde y por qué los maestros asumen prácticas críticas de alfabetización a través del tiempo y del contexto. Nuestro argumento es que la pedagogía de la enseñanza de maestros no es más que un punto de encuentro y partida para los aprendices y que la lectura a través del tiempo de la improvisación de habitus de estudiantes de educación para maestros revela el juego entre su aprendizaje formal y sus experiencias personales, sociales, políticas y otras experiencias docentes. El impacto del trabajo universitario puede suscitar cambios pequeños o importantes en el habitus, y la interacción entre el habitus y el campo particular (curso graduado, la vida, la escuela primaria, y la pedagogía de la alfabetización) puede tanto reforzar una perspectiva de alfabetización crítica como constreñir tal perspectiva. |
| Audience | Higher Education Academic |
| Author | Enriquez, Grace Jones, Stephanie |
| Author_xml | – sequence: 1 givenname: Stephanie surname: Jones fullname: Jones, Stephanie – sequence: 2 givenname: Grace surname: Enriquez fullname: Enriquez, Grace |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ835926$$DView record in ERIC |
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| Cites_doi | 10.1515/9780691228006-007 10.1111/1467-9620.00248 10.4324/9781410607690 10.1111/j.1467-954X.2005.00533.x 10.17763/haer.75.1.31r4357517211566 10.1598/RRQ.42.1.10 10.1080/1359866042000295370 10.1598/RRQ.39.1.8 10.1525/aeq.1995.26.4.05x1065y 10.7560/765344 10.1177/1365480205057702 10.1016/S0277-5395(97)00003-4 10.1515/9781503621749 10.1177/0022487104263540 10.1007/1-4020-4473-9_2 10.1177/0022487102053001003 10.1177/0022487105285962 10.1080/13586840600971802 10.1598/RRQ.35.1.3 10.1007/1-4020-4473-9_4 10.3102/00028312032003465 10.1080/10665680490518948 10.4324/9781410600288 10.17763/haer.78.4.j80j17683q870564 10.17763/haer.70.3.1k0624l6102u2725 10.1007/1-4020-4473-9_5 10.1080/00405849209543534 |
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| Title | Engaging the Intellectual and the Moral in Critical Literacy Education: The Four-Year Journeys of Two Teachers From Teacher Education to Classroom Practice |
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