Bibliographic Details
| Title: |
Envisioning Equity Literacy in Pre-Service Teacher Education Across Five Geographic and Educational Contexts. |
| Authors: |
Ferguson, Daniel E.1 dfergu2@gmu.edu, Lewis, Mark A.2, Dunkerly, Judith M.3, Talbert, Camille S.4, Moffit, Char A.5, Hayes, Sharon B.6 |
| Source: |
New Educator. Jul-Dec2024, Vol. 20 Issue 3/4, p242-259. 18p. |
| Subject Terms: |
*Education of student teachers, *Early childhood education, *Classroom environment |
| Abstract: |
This paper explores how prospective teachers across five geographic and educational contexts constructed understandings of equity literacy within literacy methods courses. Artifacts of what equity "looks like" in prospective teachers' field placements in early childhood, elementary, and secondary literacy classrooms were analyzed from three theoretical perspectives attending to the materiality, discursive practices, and pedagogy of literacy. In doing so, this study emphasizes a need for sustained and multifaceted attention to equity literacy as a means to address opportunity gaps pervasive in American education. Given recent attacks on equity literacy practices, further opportunities for cross-institutional collaboration and conceptual eclecticism are shared. [ABSTRACT FROM AUTHOR] |
|
Copyright of New Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
