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Clare Kosnik, Pooja Dharamshi , Cathy Miyata, Lydia Menna , Yiola Cleovoulou , and Clive Beck

Yo u Teach Who You Are: The Experiences and Pedagogies of Literacy/English Teacher Educators Who Have a Critical Stance. Clare Kosnik, Pooja Dharamshi , Cathy Miyata, Lydia Menna , Yiola Cleovoulou , and Clive Beck Ontario Institute for Studies in Education/University of Toronto .

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Clare Kosnik, Pooja Dharamshi , Cathy Miyata, Lydia Menna , Yiola Cleovoulou , and Clive Beck

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  1. You Teach Who You Are: The Experiences and Pedagogies of Literacy/English Teacher Educators Who Have a Critical Stance Clare Kosnik, PoojaDharamshi, Cathy Miyata, Lydia Menna, YiolaCleovoulou, and Clive Beck Ontario Institute for Studies in Education/University of Toronto

  2. Literacy Teacher Educators • Goals of the study: to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy, and course goals. • 28 participants from four countries (Canada, US, UK, and Australia)

  3. Poverty and Literacy Skills • In Canada: “17% [who] scored at Level 1 or below … have skills that enable them to undertake tasks of limited complexity, such as locating single pieces of information in short texts in the absence of other distracting information.” • In the US: More than 20% of adults read at or below a fifth-grade level – far below the level needed to earn a living wage.

  4. Focus on 8 participants • Pedagogical practices exemplify the four dimensions of a critical stance. • Research and publications often consider issues such as marginalized students. • Theorists who resonated with them are often considered having a critical stance.

  5. Critical Stance • Consciously Engaging • Entertaining Alternate Ways of Being • Being Reflexive • Taking Responsibility to Inquire

  6. Critical Stance Consciously Engaging • Course goals • Creating space for difficult discussions Entertaining Alternate Ways of Being • Helping student teachers unlearn • Using alternate texts and forms of expression

  7. Critical Stance Being Reflexive • Organic and flexible course structure • Authentic learning experiences Taking Responsibility to Inquire • Teachers as public intellectuals

  8. You Teach Who You Are

  9. Early Life Experiences I became very aware of the stratification. I was a very successful student on Saturday [Spanish class] but I was the same student [in elementary class] where I was not recognized. My lack of English was really [seen as] a lack of intelligence — I just got a sense of how school structures perceive and label students and give very unequal types of educational opportunities. (Maya)

  10. Turning Points as Adults • Pietro – work with incarcerated youth – have ST visit jails • Giovanni – learned about his grandfather -- connect with the community • Justin – school closed by OFSTED - impact of political decisions on teachers

  11. Student Teacher Resistance

  12. Student Teacher Resistance • It worked for me so it should work for all children. Dominique: “throughout their whole career they have had a path of how to do it well and how to do it right”

  13. Student Teacher Resistance • There should a standard pedagogy. Dominique: student teachers just wanted her “to tell [them] how to do it right, like what's the right way.”

  14. Student Teacher Resistance • Logistical inconvenience • Sara: “Some of them want to go to a lecture and want to go to a tutorial and want to have a textbook and want to have all of my knowledge…. want it laid out for [them].”

  15. What should be done? • More support for teacher educators • Careful selection of teacher educators • Program-wide goal of teaching all learners • Immerse student teachers in a program that has a critical approach • Closer partnerships with schools • Sharing of information (stats) about impact of poverty • Use pedagogies that help student learners “unlearn” and move beyond their own experiences

  16. Stay connected with us: www.literacyteaching.net

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