Cultivating Dialogue, Language, and Literacy for Social Justice in Teacher Education [Hardback]

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Cultivating Dialogue, Language, and Literacy for Social Justice in Teacher Education

Adam Devitt (Ed.)

by Hafdís Guðjónsdóttir (University of Iceland, Iceland), Christian George Gregory (Saint Anselm College), Sherri Castillo (Austin Community College), Jean Kaya (University of Windsor, Canada), Adam Devitt (California State University), Cristina Dumitru (The National University of Science and Technology POLITEHNICA Bucharest, Romania)... , Kara Naidoo (California State University), Moyu Zhang (Indiana University), Pooneh Sabouri (Florida International University), Susan A. Kirch (New York University), Mona Beth Zignego (LUMIN Schools), Svanborg Rannveig Jónsdóttir (University of Iceland, Iceland), Karis Jones (Empire State University - SUNY), Karen Rut Gísladóttir (University of Iceland, Iceland), Edda Óskarsdóttir (University of Iceland), Anna Katarzyna Woźniczka (University of Iceland, Iceland), Jaskaran Dhesi (California State University), Virginia Montero (California State University), Emily Hanke van Zee (Oregon State University), Xiali Chang (Indiana University Bloomington), Rebecca G. Harper (Augusta University), Mrunal Chavda (Indian Institute of Management, Raipur, India), Lillian Ardell (Language Matters, LLC) Show more

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Within sociocultural traditions, language, dialogue, and social literacies play an institutional role in learning and human development. Discourse practices, however, go far beyond the traditional focus of using speaking and listening to support the learning of content knowledge. Teacher discourse practices ought to promote critical literacies and linguistic practices, and promote anti-racism and social and environmental justice. Classroom discourse, however, is missing from teacher education programs on a large scale in these significant ways. Teacher educators need to understand the social and political policies, pedagogical role, and multitude of practices for helping pre-service teachers and teacher practitioners learn to acquire and facilitate quality discursive practices in K-12 schools and understand related pedagogy.
This book, ‘Cultivating Dialogue, Language, and Literacy f... or Social Justice in Teacher Education’, offers a variety of models for integrating discourse practices and pedagogies into the field of teacher education, including pre-service teaching, professional development, and even critiques on policy and subsequent affordances and consequences that inhibit or promote the quality of teacher discourse and the purposes for which teachers utilize classroom discourse.
I would recommend this book for teacher education programs as well as professional developers who work with pre- and in-service teachers. Additionally, I recommend this book for researchers committed not only to classroom discourse analysis, but to promote speaking and listening among teachers and students in ways that enhance learning and development. Show more

List of Tables
List of Figures
Foreword
Daniel Soodjinda
Introduction

PART ONE: Social, Political, and Textual Discourses in Education
Chapter One
From Policy to Practice and Back Again: Discursive Tensions in Bilingual Education
Karis Jones & Lillian Ardell
Empire State University, SUNY and Language Matters, LLC
Chapter Two
Educational Policies in South Asia: A Comparative Study of Decolonization Processes
Mrunal Chavda
Indian Inst... itute of Management, Raipur
Chapter Three
Phyllis: A Portrait of Writing Instruction
Rebecca G. Harper
Augusta University
Chapter Four
The Official Discourses of a “Good Teacher” in China
Xiali Chang
Indiana University Bloomington

PART TWO: Fostering Reflective Discourse with Teacher Educators
Chapter Five
Encouraging Reflective Discourse during Conversations about Science
Emily Hanke van Zee
Oregon State University
Chapter Six
Empowering STEM Teachers: Learning to Become Critical and Agentic Professionals
Virginia Montero Hernandez & Jaskaran Dhesi
California State University, Stanislaus
Chapter Seven
Creating Spaces for Inclusion and Innovation in a Teacher Education Course: A Collaborative SelfStudy
Anna Katarzyna Woźniczka, Edda Óskarsdóttir, Karen Rut Gísladóttir, Hafdís Guðjónsdóttir & Svanborg Rannveig Jónsdóttir
University of Iceland
Chapter Eight
Deconstructing Discourse within the Cycle of Care: A Pandemic Self-Study in Teacher Literacy Education
Mona Beth Zignego
LUMIN Schools

PART THREE: Practice and Pedagogy for Learning and Development
Chapter Nine
Learning About Learning: A Framework for Coauthoring Theory-Practice Tools for Studying Teaching-Learning
Susan A. Kirch
New York University
Pooneh Sabouri
Florida International University
Moyu Zhang
Indiana University, Bloomington
Kara Naidoo
California State University, Channel Islands
Chapter Ten
Dialogue Techniques in the New Era of Digital Teaching and Learning
Cristina Dumitru
The National University of Science and Technology POLITEHNICA Bucharest, Pitești University Centre
Chapter Eleven
A Digital Video Ethnography of Teacher Candidates’ Use of Radical Listening for Coming to Know Learners’ Standpoints
Adam Devitt
California State University, Stanislaus

PART FOUR: Critical and Transformative Perspectives for Social Justice in Teacher Education
Chapter Twelve
Creating Socially-Just Communities through Critical Literacy in Teacher Preparation
Jean Kaya
University of Windsor, Canada
Chapter Thirteen
LGBTQ+ Inclusion in Teacher Preparation Programs
Sherri Castillo
Austin Community College
Chapter Fourteen
Faculty Coteachers Develop and Model ‘Flagging and Tagging’:A Critical Pedagogical Heuristic for Anti-Racist Practices in Elementary Literacy Education
Cassandra Drake and Adam Devitt
California State University, Stanislaus
Chapter Fifteen
A Queer Salon of the Mind: Bakhtinian Discourse within LGBTQ+ Populations
Christian George Gregory
Saint Anselm College

Index Show more

Adam Devitt, Ph.D. is currently an Associate Professor of Teacher Education at California State University, Stanislaus where he is a coordinator of the Early Childhood Education Credential Program, co-principal investigator on a Robert Noyce Scholarship program which recruits, prepares, and mentors future and current STEM teachers, and director of the LGBTQ Mentorship Program, and Director of Maker Pedagogy and K-12 Outreach in the Warrior Fab Lab. In the teaching field, he is a certified elementary and special education teacher.
He taught at multiple grade levels for 5 years. He earned hi... s doctorate in Teaching and Learning with a focus on science education from New York University in 2018. Show more

Teacher Development, Preservice teacher education, Literacy Education, Diversity, Equity, Inclusion