This is an exploratory study of the reactions that 65 European American preservice teachers had t... more This is an exploratory study of the reactions that 65 European American preservice teachers had to the community service learning (CSL) component of a multicultural education course. The CSL project was intended to facilitate the development of intercultural competence and to foster the idea of teachers as agents of social justice. Data analysis revealed that community service learning in relationship to multicultural education both supported and subverted the goals of the course. For many of the preservice teachers, deficit notions about low-income families and families of color were reinforced. CSL created a new awareness of diversity for a few of the students. The values and outcomes fostered by CSL in this context are discussed and problematized. Differential power relationships and issues of privilege that come with being European American and middle class need to be carefully considered if CSL is to facilitate the development of multicultural teachers. Contains 23 references. (Author/BT)
The authors report on the results of a reflective inquiry project implemented during the first fi... more The authors report on the results of a reflective inquiry project implemented during the first five weeks of a 15-week course on content literacy methods for secondary pre-service teachers. The goal of the project was to disrupt taken for granted and commonplace assumptions about literacy processes, particularly in relationship to professional and ethical responsibilities to educate all students. A description and analysis of Literacy History Project (LHP) components provides the basis for addressing the resistance teacher candidates often express with respect to the relevancy of the content literacy methods course for their own practice as future middle and high school teachers. Through a reflective examination of their prior experiences and present day practices, the authors found that pre-service teachers participating in the LHP gained insights into their own literate identities, made connections between their literate practices and the those of adolescent literacy learners, and demonstrated more complex understandings of the content literacy methods course content as it relates to the literacy development of their future students.
Caught in the Current: A Self-Study of ... JOHN KORNFELD KAREN GRADY PERRY M. MARKER MARTHA RAPP ... more Caught in the Current: A Self-Study of ... JOHN KORNFELD KAREN GRADY PERRY M. MARKER MARTHA RAPP RUDDELL ... Background/Context: The nationwide preoccupation with accountability continues to grow, with teacher credentialing programs facing growing scrutiny through ...
This is an exploratory study of the reactions that 65 European American preservice teachers had t... more This is an exploratory study of the reactions that 65 European American preservice teachers had to the community service learning (CSL) component of a multicultural education course. The CSL project was intended to facilitate the development of intercultural competence and to foster the idea of teachers as agents of social justice. Data analysis revealed that community service learning in relationship to multicultural education both supported and subverted the goals of the course. For many of the preservice teachers, deficit notions about low-income families and families of color were reinforced. CSL created a new awareness of diversity for a few of the students. The values and outcomes fostered by CSL in this context are discussed and problematized. Differential power relationships and issues of privilege that come with being European American and middle class need to be carefully considered if CSL is to facilitate the development of multicultural teachers. Contains 23 references. (Author/BT)
The authors report on the results of a reflective inquiry project implemented during the first fi... more The authors report on the results of a reflective inquiry project implemented during the first five weeks of a 15-week course on content literacy methods for secondary pre-service teachers. The goal of the project was to disrupt taken for granted and commonplace assumptions about literacy processes, particularly in relationship to professional and ethical responsibilities to educate all students. A description and analysis of Literacy History Project (LHP) components provides the basis for addressing the resistance teacher candidates often express with respect to the relevancy of the content literacy methods course for their own practice as future middle and high school teachers. Through a reflective examination of their prior experiences and present day practices, the authors found that pre-service teachers participating in the LHP gained insights into their own literate identities, made connections between their literate practices and the those of adolescent literacy learners, and demonstrated more complex understandings of the content literacy methods course content as it relates to the literacy development of their future students.
Caught in the Current: A Self-Study of ... JOHN KORNFELD KAREN GRADY PERRY M. MARKER MARTHA RAPP ... more Caught in the Current: A Self-Study of ... JOHN KORNFELD KAREN GRADY PERRY M. MARKER MARTHA RAPP RUDDELL ... Background/Context: The nationwide preoccupation with accountability continues to grow, with teacher credentialing programs facing growing scrutiny through ...
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Papers by Karen Grady