“American Hunger”: Challenging Epistemic Injustice Through Collaborative Teacher Inquiry

Campano, Gerald; Ghiso, María Paula; LeBlanc, Robert Jean

doi:10.1007/978-3-319-22059-8_3

Cited by 6 publications

(1 citation statement)

References 29 publications

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“…The research focused on the tensions and intersections of belief and practice around literacy assessments. The research was guided by practitioner research (Cochran-Smith & Lytle, 2009) and studies of epistemic privilege (Campano, 2007;Campano & Damico, 2007;Campano, Ghiso, LeBlanc, & Sánchez, 2016;Janes, 2016). Inherent in these approaches is the belief that identities and positionalities within society promote different "ways of knowing" (Cochran-Smith & Lytle, 2009), which are valued or given validity based on one's standing within particular societal or institutional contexts (Campano, 2007).…”

Section: Methodsmentioning

confidence: 99%

“I believe in home language, but the tests don't”: Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice

Jacobs

2019

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Issues of policy, practice, and assessment and the relationships between them have been a persistent focus in the practice and research of teacher preparation. However, the field has also long appreciated the tensions that persist between assessment approaches espoused in most teacher education programs and the realities of practices in K–12 schools. These issues are of particular importance and consideration in the current climate of increasing standardization and accountability measures. There is a need to consider how teacher preparation programs prepare candidates to handle these pressures. Additional research following early-career teachers into the field is also needed to better understand the challenges and possibilities they face within their own literacy assessment approaches. Focus of Study Building on linguistic diversity work and issues of epistemic privilege and inequality related to literacy assessment in schools, the author theorizes practice within teacher education as inextricably linked to K–12 practices and policies, calling for a shift in teacher education to directly explore, and prepare teachers to navigate and circumnavigate, current policies and contexts. Focusing on linguistic diversity and assessment, I trace the tensions between the teachers’ asset-based beliefs and their practices within the current accountability climate. Research Design This study followed 10 early-career literacy teachers from their teacher preparation program into their first year of teaching. All the candidates completed their studies having strongly demonstrated beliefs in asset-based assessment practices and the need for clear links between assessment and practice. Through survey data—both qualitative and quantitative—and in-depth interview data gathered over a year, the study investigated shifts in the teachers’ beliefs and practices as well as the role of their school context in mediating the relationship between the two. Findings My focus in my analysis of the findings was understanding the impact of linguistic diversity as it relates to equitable assessment practices. These findings indicated that early-career teachers had differing degrees of difficulty implementing even strongly held beliefs. The early-career teachers described tensions between their goals and school expectations, increasing frustrations with standardized assessment measures, and disempowerment regarding their ability to support diverse students in the classroom through assessment measures. Conclusion Although teacher preparation programs can have a strong impact on candidates’ mindsets, simply focusing on shifting beliefs is not enough. I conclude by offering specific suggestions for how to better meet these needs through both pedagogical and theoretical changes within the field of literacy teacher education. “I believe in home language, but the tests don't. So, I'm—I'm stuck, you know? Because when I make assignments where the kids can use AAVE, or Spanglish, or whatever feels comfortable for them, then I worry I'm not preparing them. And my principal worries too, because our charter requires us to do as well or better than public schools on the [state test]. He suggested that I only do that when it's an in-class activity, and not for a grade, you know? But then—what am I saying to the kids? What message is that really sending? It seemed so easy when we talked about it in class.” —Kallie1

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Section: Methodsmentioning

confidence: 99%

“I believe in home language, but the tests don't”: Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice

Jacobs

2019

Teachers College Record: The Voice of Scholarship in Education

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Enhancing Educators' Theoretical and Practical Understandings of Critical Literacy

Sotirovska,

Vaughn

2023

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This Element explores ways to promote critical literacy in teacher education. First, the authors define critical literacy in the context of teacher education through established theoretical frameworks and models of critical literacy pedagogy and share their collective findings on critical literacy research over the course of a decade. Building from these theoretical understandings of critical literacy, they outline ways to actualize critical literacy in teacher education as a transformative pedagogy coupled with resources and activities that support equitable teaching practices. Next, they illustrate how adaptive teaching supports critical literacy pedagogy and underscore autoethnography as a reflective tool to engage pre-service teachers in critical literacy practice. They model this approach with mentor text analyses using critical literacy as a lens to facilitate critically-oriented mindsets in teachers through visioning. They conclude with implications for classroom practice at the intersections of critical literacy and teacher preparation and provide directions for future research.

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Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the “Practice Makes Practice” Dilemma?

Hoffman

Wetzel

DeJulio

2018

Action in Teacher Education

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“American Hunger”: Challenging Epistemic Injustice Through Collaborative Teacher Inquiry

Cited by 6 publications

References 29 publications

“I believe in home language, but the tests don't”: Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice

“I believe in home language, but the tests don't”: Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice

Enhancing Educators' Theoretical and Practical Understandings of Critical Literacy

Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the “Practice Makes Practice” Dilemma?

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