Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education
| Autor: | Mary Frances Buckley-Marudas, Sarah R. Hobson, Kathleen Riley |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Cooperative learning
Class (computer programming) Sociology and Political Science Multicultural education Teaching method 05 social sciences 050301 education 06 humanities and the arts Teacher education Education Critical theory 060402 drama & theater Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Sociology 0503 education Cultural competence 0604 arts Adolescent literacy |
| Zdroj: | The New Educator. 13:369-391 |
| ISSN: | 1549-9243 1547-688X |
| DOI: | 10.1080/1547688x.2016.1144118 |
| Popis: | This inquiry into a course on adolescent literacy education uses a case-study and descriptive review analysis to understand how multimodal spaces engage preservice and in-service teachers’ sense making around concepts of race, language, and culture. Drawing on critical feminist and practitioner inquiry frameworks, this article presents what a teaching team learned when designing, enacting, and reflecting on efforts to engage students in hard talk. Three ideas surfaced from the events that occurred before, during, and after a class that occurred in the middle of the course. This study has implications for educators committed to critical pedagogies, multicultural education, and teacher education. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|