Open AccessExploring Diversity and Nurturing Generativity Through in situ Teacher Education
Author(s) -
Leyton Schnellert,
Donna Kozak
Publication year - 2019
Publication title -
exceptionality education international
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.226
H-Index - 8
ISSN - 1918-5227
DOI - 10.5206/eei.v29i1.7780
Subject(s) - teacher education , coursework , pedagogy , sociology , lifeworld , bachelor , diversity (politics) , mainstream , curriculum , pre service teacher education , literacy , mathematics education , psychology , political science , social science , anthropology , law
This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners (Grant & Agosto, 2008; Moll, 2014).