ERIC Number: EJ1220356
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Repositioning Resistance: Studying the In-Service and Pre-Service Teachers We Don't "Reach" and "Teach" in Our Literacy and Diversity Courses
McVee, Mary B.; Brock, Cynthia H.; Pennington, Julie L.
Pedagogies: An International Journal, v14 n3 p241-259 2019
This article describes findings across two separate teacher education studies that analyse pre-service and in-service teachers' explorations of literacy and diversity through literature discussion and peer interaction. Using the notion of "storylines" in positioning theory, the authors analyse particular storylines they construct within, and across, participants. Findings conclude that these storylines, as revealed through positioning theory, provide a needed alternative to merely labeling teachers as "resistant" to multicultural explorations. The authors discuss how we, as teacher educators, must (1) position ourselves to avoid characterizing pre- and in-service teachers from a deficit perspective, and (2) engage in thoughtful reflective practice to explore ways to teach the students we struggle to reach.
Descriptors: Student Attitudes, Teacher Attitudes, Preservice Teachers, Literacy, Peer Relationship, Resistance (Psychology), Teacher Educators, Reflective Teaching, Student Diversity, Autobiographies, Graduate Study, Instructional Effectiveness, Cultural Awareness, Inservice Teacher Education, Personal Narratives, Teacher Education Programs
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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A