Racial and related forms of specialist knowledge on English education blogs
Abstract
This article explores how the computer-mediated communication (CMC) tool of blogging served as a teaching and learning tool about diversity and inequity in English education. It analyzes the blog writings of two preservice teachers who used their blogs as a space to encourage themselves and their peers to consider racial, linguistic, and other forms of diversity and inequality, and what these issues meant for English education. The analysis advances understandings of the potentials and limits of CMCs to foster dialogue and knowledge building among preservice teachers in relation to diversity and inequality in education.
Reference
Skerrett, A., Pruitt, A. A., & Warrington, A. S. (2015). Racial and related forms of specialist knowledge on English education blogs. English Education, 47(4), 314.
Journal
English Education
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
2
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
What perspectives on racial, linguistic, and other forms of diversity and inequity in English education did two preservice teachers articulate on their course blogs?
Is this research question explicit from the manuscript? Yes
And, what was the nature of peer response to the preservice teachers’ blogs about these topics?
Is this research question explicit from the manuscript? Yes