View in EDS

Envisioning Equity Literacy in Pre-Service Teacher Education Across Five Geographic and Educational Contexts.

Saved in:
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
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 180968319
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Envisioning Equity Literacy in Pre-Service Teacher Education Across Five Geographic and Educational Contexts.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ferguson%2C+Daniel+E%2E%22">Ferguson, Daniel E.</searchLink><relatesTo>1</relatesTo><i> dfergu2@gmu.edu</i><br /><searchLink fieldCode="AR" term="%22Lewis%2C+Mark+A%2E%22">Lewis, Mark A.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Dunkerly%2C+Judith+M%2E%22">Dunkerly, Judith M.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Talbert%2C+Camille+S%2E%22">Talbert, Camille S.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Moffit%2C+Char+A%2E%22">Moffit, Char A.</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Hayes%2C+Sharon+B%2E%22">Hayes, Sharon B.</searchLink><relatesTo>6</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22New+Educator%22">New Educator</searchLink>. Jul-Dec2024, Vol. 20 Issue 3/4, p242-259. 18p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Education+of+student+teachers%22">Education of student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180968319
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1547688X.2024.2417910
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 242
    Subjects:
      – SubjectFull: Education of student teachers
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Classroom environment
        Type: general
    Titles:
      – TitleFull: Envisioning Equity Literacy in Pre-Service Teacher Education Across Five Geographic and Educational Contexts.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ferguson, Daniel E.
      – PersonEntity:
          Name:
            NameFull: Lewis, Mark A.
      – PersonEntity:
          Name:
            NameFull: Dunkerly, Judith M.
      – PersonEntity:
          Name:
            NameFull: Talbert, Camille S.
      – PersonEntity:
          Name:
            NameFull: Moffit, Char A.
      – PersonEntity:
          Name:
            NameFull: Hayes, Sharon B.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul-Dec2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1547688X
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 3/4
          Titles:
            – TitleFull: New Educator
              Type: main
ResultId 1