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ERIC Number: EJ1158639
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1547-688X
Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education
Buckley-Marudas, Mary Frances; Hobson, Sarah R.; Riley, Kathleen
New Educator, v13 n4 p369-391 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A