How the bridges are falling down: a new literacies teacher negotiating "new" pedagogies in "old" spaces

[...] I give thought to what it means to develop a pedagogical framework of counter-hegemonic resistance to meet, assuage, and reposit teacher candidate resistances in my course as well as better prepare them for teaching and learning with diverse students and globalized classrooms. Bridging the Gap...

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Bibliographic Details
Published in:Issues in teacher education 2010-03, Vol.19 (1), p.67
Main Author: Staples, Jeanine M
Format: Article
Language:English
Subjects:
Accountability
African American Teachers
Beginning teachers
Behavior
Behavior Problems
Candidates
Colleges & universities
Demographic aspects
Disability
Diversity (Faculty)
Educational aspects
Females
Feminism
Learning
Literacy
Literacy Education
Multiculturalism
Popular Culture
Practice
Predominantly White Institutions
Race
Racism
Secondary School Teachers
Social aspects
Social Justice
Special Education Teachers
Student Diversity
Teacher Education
Teacher Educators
Teachers
Teaching
United States
Urban Schools
Whites
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Summary:[...] I give thought to what it means to develop a pedagogical framework of counter-hegemonic resistance to meet, assuage, and reposit teacher candidate resistances in my course as well as better prepare them for teaching and learning with diverse students and globalized classrooms. Bridging the Gap I offer several strategies to bridge the gap that exists between "new" and "old" spaces and "new" and "old" pedagogies for a dynamic literacy education: * Require that institutions make formal statements conceptualizing new literacies teaching and research and issues of diversity for the 21st century. * Provide practical measures or criteria whereby each of these statements can be realized in course- and practicum-work. * Require compatible measures of accountability within and across departments at the school and university levels. * Facilitate meaningful, reflective "what works/what needs work" conferences for constituents of all vested, diverse, literacy teaching/learning spaces. * Allow teacher candidates multiple opportunities to actualize new literacies and to demonstrate them within their peer groups and within their university preparation courses. * Encourage diverse youth with various learning abilities and new literacy interests to actualize and demonstrate their work with teacher candidates, in-service educators, school administrators, and university personnel over time. * Make these processes interdisciplinary, reflective, and continual.
ISSN:1536-3031