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ERIC Number: EJ1090456
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: ERIC
ISSN: ISSN-0737-5328
Reading the World While Learning to Teach: Critical Perspectives on Literacy Methods
Riley, Kathleen; Crawford-Garrett, Katherine
Teacher Education Quarterly, v42 n3 p59-79 Sum 2015
Since the "No Child Left Behind Act" (NCLB) was formally signed into law more than a decade ago, school reform efforts in the United States have been shaped by a neoliberal ideology that has exacted a tremendous toll on students, teachers, and teacher educators. Because the majority of the preservice teachers currently entering the profession came of age during the era of NCLB, teacher education programs and instructors who take sociocritical perspectives face unique challenges. The authors posed the following questions as part of an ongoing inquiry into their teaching: How might they, as teacher educators, offer preservice teachers opportunities to imagine school as a place where students explore their own interests, question the status quo, and use literacy for social change? How do the preservice teachers respond to these invitations? What questions, tensions, and insights arise? How and when do they draw on and/or problematize their previous experiences with schooling? In an effort to engage these questions, the authors consider how preservice teachers in two distinct regional contexts within the United States respond to literacy methods courses that utilize the framework of critical literacy as a lens through which to problematize past experiences, consider new possibilities for schooling, and interrupt dominant conceptions of teaching and learning as neutral, technical endeavors.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A