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Situated Identities: Power and Positioning in the Work of a Literacy Coach
Author(s) -
Rainville Kristin N.,
Jones Stephanie
Publication year - 2008
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.61.6.1
Subject(s) - situated , literacy , pedagogy , situational ethics , psychology , work (physics) , context (archaeology) , power (physics) , position (finance) , situated learning , mathematics education , professional development , sociology , social psychology , computer science , engineering , mechanical engineering , physics , quantum mechanics , artificial intelligence , paleontology , finance , economics , biology
A literacy coach's work is about far more than a knowledge base in how teaching and learning works in literacy classrooms. It is also about deep understandings of situational enactments and how one's position will impact what happens in a particular context. This article has significant implications for the preparation and ongoing professional development opportunities for literacy coaches that includes work around issues of power and positioning and begins to support coaches in learning to “read” situations to help them to be responsive in the way they position themselves.