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ERIC Number: EJ856782
Record Type: Journal
Publication Date: 2009-May
Pages: 12
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1366-4530
Embodied Discourses of Literacy in the Lives of Two Preservice Teachers
Phillips, Donna Kalmbach; Larson, Mindy Legard
Teacher Development, v13 n2 p135-146 May 2009
This study examines the emerging teacher literacy identities of Ian and AJ, two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses' discourse of comprehensive literacy and the literacy biographical discourses of Ian and AJ. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggest the need for differentiation in our teacher education literacy courses.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States