Reverberating chords: implications of storied nostalgia for borderland discourses in pre-service teacher identity

Strong‐Wilson, Teresa; Johnston, Ian; Wiltse, Lynne; Burke, Anne; Phipps, Heather

doi:10.1080/13540602.2014.881642

Cited by 7 publications

(8 citation statements)

References 36 publications

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“…For example, Voelker’s (2013) participants explored their racial, religious, and “protected” histories when reading “unprotected [controversial] texts” (p. 28). In studies reported by Hammett and Bainbridge (2009) and Strong-Wilson et al (2014), Canadian PTs examined their national identity while considering their stance on the need for multicultural education. Strong-Wilson et al (2014) analyzed PTs’ cultural understandings in relation to touchstone texts from their childhoods, using nostalgia as a framework to examine the power of the text on the reader.…”

Section: Resultsmentioning

confidence: 99%

“…In studies reported by Hammett and Bainbridge (2009) and Strong-Wilson et al (2014), Canadian PTs examined their national identity while considering their stance on the need for multicultural education. Strong-Wilson et al (2014) analyzed PTs’ cultural understandings in relation to touchstone texts from their childhoods, using nostalgia as a framework to examine the power of the text on the reader. Finally, McNair (2003) described the PTs’ resistance to critically reading childhood texts as “hostile” because of the affection they felt toward the literature.…”

Section: Resultsmentioning

confidence: 99%

“…made more specific cultural connections to literature than did the white teacher candidates,” whose connections reflected universality (p. 246). In Strong-Wilson et al (2014) and Murillo (2010), PTs of color told narratives that related to their sociocultural identities and being “othered” in social and school spaces. The two PTs of color in Clark and Medina (2000), on the other hand, wrote narratives to reflect on their journey of coming into literacy and identified the emotional support that was offered to them by family and teachers.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

Wetzel

Vlach

Svrcek

et al. 2019

Journal of Literacy Research

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Although the call for teachers to address the demographic imperative has existed for decades, recently, there has been an uptake of frameworks of multicultural education, culturally responsive pedagogies, critical literacy, and others into literacy teacher preparation. In this study, we examine connections that pre-service teachers make as a result of experiences focused on sociocultural knowledge and literacy and barriers they face in building these connections. Areas of connection include examining one’s past; recognizing students’ lives and resources in literacy teaching; considering race, racism, and students’ racial identity; drawing on multilingualism as a strength of students for literacy learning; and engaging actively and inquiring into literacy.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

Wetzel

Vlach

Svrcek

et al. 2019

Journal of Literacy Research

View full text Add to dashboard Cite

show abstract

“…In 12 studies, TEs worked to expose PTs to diverse cultures and issues (e.g., bullying) that may be a part of their future students’ lives (Barnes, 2006; Hammett & Bainbridge, 2009; Heineke, 2014; Lohfink, 2014; Mathis, 2000; Nathenson-Mejía & Escamilla, 2003; Pytash, 2013; Riley & Crawford-Garrett, 2016; Shelton & McDermott, 2010; Stallworth, 2001; Strong-Wilson et al, 2014; Szecsi et al, 2010). For example, Riley and Crawford-Garrett (2016) invited PTs to engage in literacy practices “in the context of meaningful inquiry that challenged them to see the world from multiple perspectives, especially those that were not mainstream” (p. 100).…”

Section: Resultsmentioning

confidence: 99%

The Role of Children’s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review

Flores

Vlach

Lammert

2019

Journal of Literacy Research

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This review of literacy education scholarship examines the ways that children’s literature is used as a resource within literacy methods courses in the preparation of preservice teachers (PTs) as transformative intellectuals. The research indicates that the use of children’s literature in literacy methods courses has served two distinct purposes: (a) to engage PTs in learning literacy instructional practices and (b) to engage PTs in building sociocultural knowledge and learning transformative (e.g., culturally relevant) pedagogies. This review is framed by Giroux’s call for educators to disrupt technocratic approaches to instruction. The findings emphasize the importance of using children’s literature with PTs to broaden PTs’ understandings of their future student’s lives, so they might engage in transformative pedagogies as future K-12 literacy educators.

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“…Through their potent oracy the bush, its power and its passion can ready teachers to see the world through their students' eyes, through their travails and triumphs, through those of their families, friends and communities. For me those "touchstone" texts (Strong-Wilson et al 2014) have become lodestar's, framing educational questions encountered in the social, economic and cultural worlds of rural communities encountered through this project life.…”

Section: Bobbymentioning

confidence: 99%

Dry Stone Walls, Black Stumps and the Mobilisation of Professional Learning: Rural Places and Spaces and Teachers’ Self-Study Strategies in Ireland and Australia

Kenny

Harreveld

Danaher

2016

Self-Study of Teaching and Teacher Education Practices

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In very different ways, dry stone walls and black stumps evoke sets of images and meanings ascribed to living in the rural areas of Ireland and Australia respectively. For the purposes of this chapter, they highlight as well the challenges and opportunities in professional learning encountered by teachers working in rural educational settings. To be successful, these teachers need to engage in effective self-study calibrated to the distinctive contexts of theirwork. Yet we argue that self-study must also take account of the politicised character of the places and spaces of current rural life. Throughout, our purpose is to examine how this then speaks back to a teacher education constituency against the backdrop of wider socioeconomic developments helping to frame the work of teachers and teacher educators in both countries.Deploying a comparative, exploratory case study research design, the chapter analyzes selected critical self-reflections of teachers in rural educational settings in Ireland and Australia. Data are generated through the three authors' collaborative autoethnographic accounts of their own respective rural teaching experiences. The analysis is framed by the French theorist Michel de Certeau's enduringly significant distinction between places and spaces. The key finding is both the need for, and the potential diversity of, rural teachers' successful self-study strategies if their professional learning is to be sustainable and possibly transformative for themselves, their students and their communities.

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Reverberating chords: implications of storied nostalgia for borderland discourses in pre-service teacher identity

Cited by 7 publications

References 36 publications

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

The Role of Children’s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review

Dry Stone Walls, Black Stumps and the Mobilisation of Professional Learning: Rural Places and Spaces and Teachers’ Self-Study Strategies in Ireland and Australia

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