Collaborative voices exploring culturally and socially responsive literacies
Abstract
Introducing preservice teachers to literacy as social, cultural, and critical practices raises
important debates about what is valued in language arts education.
Reference
Medina, C. L., & del Rocío Costa, M. (2010). Collaborative voices exploring culturally and socially responsive literacies. Language Arts, 87(4), 263-276.
Journal
Language Arts
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- early childhood
- Elementary
Programatic Focus
- early childhood education
- Elementary
Research Location Context
- Literacy methods course
- Literacy, Language, and Culture Course
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
Duration of Data Collection
Data Sources
- Audio recordings
- course discussions
- course materials
- Focus group interviews
- PowerPoint presentations
- reflections
- student work
Data Analysis Tools
- Critical Discourse Analysis
- Qualitative Analysis
Researcher Positionality
Research Questions
Here we present some aspects of our collaborative effort and describe our
journey working with teacher candidates within a culturally and socially responsive pedagogy.
Is this research question explicit from the manuscript? No