Abstract
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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
