Abstracts
Abstract
This paper shares findings from a Self-Study of Teacher Education practice (S-STEP) where we leveraged our long-standing relationship as critical friends to examine our teacher education pedagogies in our elementary English Language Arts courses in 2022-2023. Guided by posthuman perspectives, we consider the relational movements that produced our pedagogies during a currently contentious field mapped by polarizing views in reports, social media, and teacher professional texts. We name movements our literacies pedagogies with/in these challenging times highlighting instances where the context shaped our pedagogies and where our pedagogies moved against the context. This paper offers an invitation to other educators to consider ways that we can create a culture that honours expansive understandings of literacies and creates spaces for curriculum-making and pedagogical inventiveness.
Keywords:
- preservice teacher education,
- literacies pedagogies,
- self-study
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Appendices
Biographical notes
Dr. Lori McKee is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan. Lori’s research focuses on the intersections of literacies, pedagogies, and teacher professional learning. She is currently a co-investigator on the Reading Pedagogies of Equity: Networked Literacy Pedagogues as Resources for Academic Reading Praxes in Teacher Education project (funded through a SSHRC Insight Grant, Rachel Heydon, PhD, Principal Investigator).
Dr. Tara-Lynn Scheffel is an Associate Professor in Language and Literacies at Wilfrid Laurier University in Ontario, Canada. Tara-Lynn’s research explores student/literacy engagement, community-based literacy initiatives, early literacy and literacy teacher education. She was previously the Elizabeth Thorn Chair in Literacy at Nipissing University and is a past president of the Language and Literacy Researchers of Canada (LLRC).