Collaborative Voices Exploring Culturally and Socially Responsive Literacies (original) (raw)
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Collaboration in a culturally responsive literacy pedagogy: educating teachers and Latino children
Literacy (formerly Reading), 2002
This article is an analysis of collaboration in a community center's summer literacy tutoring program for 6-8 year old children, the majority of whom were Puerto Rican, Spanish-English bilinguals. The goal of the program was to increase the children's motivation to read through engaging literacy activities with high quality, culturally relevant children's literature. Reflecting a sociocultural perspective, the activities built on the children's experiences at home with literacy as a collaborative practice. The program as a whole provided for multiple levels of collaboration among the participating adults and between the children and tutors, university students in a teacher preparation program. The focus of the article is on the ways the tutors collaborated and the benefits and challenges of that process. Implications for teacher education are shared, emphasizing the need for explicitly including collaboration as one important element of a literacy pedagogy for teachers of linguistically and culturally diverse children.
This article recounts a narrative of professional transformation inspired by the works of Paulo Freire and Gloria Ladson-Billings and advanced by a participatory action research (PAR) project. The PAR team for this case study, consisting of the university teacher educator as a " coach " and a high school classroom teacher along with her students , examines the use of community-based knowledge in a form of corrido (ballads) studies. In this process, the ballads become the basis for learners' engagement with literacy activities in the context of what is known as a heritage language Spanish class. The analysis focuses on the process of designing a culturally relevant pedagogy and ensuring its effectiveness through the examination of pre-and postwriting samples and students' fluid identification with various ethnic labels.
Toward a humanizing pedagogy: Using Latinx children's literature with early childhood students
This article describes second-grade emergent bilinguals' dialogue in culture circles. I share how the tenets of humanizing pedagogy were manifested as my students and I engaged in critical pedagogy around issues of power and privilege related to bilingualism, biliteracy, and biculturalism. Together we sought mutual humanization through the exploration of reflective Latinx children's literature. The research question examined was: How are the tenets of humanizing pedagogy manifested in the implementation of culture circles? Qualitative methods were employed which included (a) audio/ video recordings, (b) ethnographic field notes, and (c) student artifacts. Data were analyzed using the constant comparative method . Through these culture circles, the students and the teacher were able to problematize issues related to their lived experiences. For the tenets of humanizing pedagogy to be realized, there had to be a blurring of lines between the teacher and students, the use of literature that reflected my students' experiences and lives, as well as a promotion of critical consciousness. In this article, I share how my students' stories demonstrate the tenets of humanizing pedagogy in my particular classroom context.
Paper presented at the American Educational Research Association Annual Meeting , 2007
The overall purpose of this study is to prepare prospective and in-service teachers for teaching literacy that engages Latino students and their families in relevant, meaningful and purposeful literacy practices in order to circumvent the literacy for stupidification enforced by the NCLB policy. This presentation is based on the author's ongoing classroom inquiry into her teaching of language arts pedagogy for prospective teachers and adult and family literacy for master's students. The preparation of teachers in liberating literacy strategies and practices while experiencing the pedagogy for teaching them includes: using living language workshop as the primary setting; engaging students' minds, hearts and hands; embracing social consciousness raising and collective action as inherent to literacy; expanding the meaning and the multiple modalities of literacies; and of course, teaching the conventions of language, but in the context of living language events.
Living and Learning in the Here-and-Now: Critical Inquiry in Literacy Teacher Education
Living and Learning in the Here and Now
In this paper, we utilize practitioner research to consider what happened in two literacy methods courses when we positioned students as human beings in the present rather than solely as future teachers. We first situate our work within the current sociopolitical context of the U.S., making the argument that critical literacy education is more urgent now than ever. We then consider the ways in which a "here and now" positioning afforded deep engagements into two localized inquiries-one on migrant labor and immigration and the other on racial justice past and present-and illustrate that these experiences offered our students opportunities to view the world from a multiplicity of perspectives and to develop sociopolitical awareness. We conclude by arguing that literacy teacher education must undergo a dramatic shift, one that positions pre-service teachers as critically-conscious human beings and emphasizes inquiries that attend to the lived reality of the moment.
Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda
HOW Journal, 2021
Language and literacy practices in teacher education are decisive in the education of future language teachers. In this article, I share my beliefs as a teacher educator about language and literacy practices constructed with teachers in Bogota. Thus, my intention is to weave my professional narrative through the connections I can make from theory and praxis to explain teachers´ understandings of language and literacy through their life and literacy experiences and the way they organize their practice as language teachers. My research trajectory of thirty years documenting the local literacy practices within the research area of literacy studies and local pedagogies for social transformation has significantly informed my practice. University-school partnerships and international collaborations for research and teaching in Brazil, Chile, Costa Rica, Manchester, in the USA, and Dundee, in the UK, have nurtured me personally and professionally. My understanding of literacy as a social practice evolved to critical literacies and I developed knowledge in community pedagogies and city semiotic landscapes through reflections and collaborations via working with teachers. Community-based pedagogies (CBPs) invite teachers to see their life and work in relation to places they live and teach as meaningful content for linguistic, social, cultural, ecological, and economic resources to inspire students´ inquiries and teachers´ transformative practices. The city semiotic landscapes are powerful literacies for language learning; therefore, they currently adhere to the research group´s agenda (2019-2021). I describe my understandings, contributions, and suggestions as concerns in the field of teacher education in Colombia. My conclusions raise awareness about the need to address these topics in teacher education programs in Colombia.