Cultivating Dialogue, Language, and Literacy for Social Justice in Teacher Education
Adam Devitt (Ed.)
by Hafdís Guðjónsdóttir (University of Iceland, Iceland), Christian George Gregory (Saint Anselm College), Sherri Castillo (Austin Community College), Jean Kaya (University of Windsor, Canada), Adam Devitt (California State University), Cristina Dumitru (The National University of Science and Technology POLITEHNICA Bucharest, Romania), Kara Naidoo (California State University), Moyu Zhang (Indiana University), Pooneh Sabouri (Florida International University), Susan A. Kirch (New York University), Mona Beth Zignego (LUMIN Schools), Svanborg Rannveig Jónsdóttir (University of Iceland, Iceland), Karis Jones (Empire State University - SUNY), Karen Rut Gísladóttir (University of Iceland, Iceland), Edda Óskarsdóttir (University of Iceland), Anna Katarzyna Woźniczka (University of Iceland, Iceland), Jaskaran Dhesi (California State University), Virginia Montero (California State University), Emily Hanke van Zee (Oregon State University), Xiali Chang (Indiana University Bloomington), Rebecca G. Harper (Augusta University), Mrunal Chavda (Indian Institute of Management, Raipur, India), Lillian Ardell (Language Matters, LLC)
Within sociocultural traditions, language, dialogue, and social literacies play an institutional role in learning and human development. Discourse practices, however, go far beyond the traditional focus of using speaking and listening to support the learning of content knowledge. Teacher discourse practices ought to promote critical literacies and linguistic practices, and promote anti-racism and social and environmental justice. Classroom discourse, however, is missing from teacher education programs on a large scale in these significant ways. Teacher educators need to understand the social and political policies, pedagogical role, and multitude of practices for helping pre-service teachers and teacher practitioners learn to acquire and facilitate quality discursive practices in K-12 schools and understand related pedagogy.
This book, ‘Cultivating Dialogue, Language, and Literacy in Teacher Education’, offers a variety of models for integrating discourse practices and pedagogies into the field of teacher education, including pre-service teaching, professional development, and even critiques on policy and subsequent affordances and consequences that inhibit or promote the quality of teacher discourse and the purposes for which teachers utilize classroom discourse.
I would recommend this book for teacher education programs as well as professional developers who work with pre- and in-service teachers. Additionally, I recommend this book for researchers committed not only to classroom discourse analysis, but to promote speaking and listening among teachers and students in ways that enhance learning and development.
Adam Devitt, Ph.D. is currently an Associate Professor of Teacher Education at California State University, Stanislaus where he is a coordinator of the Early Childhood Education Credential Program, co-principal investigator on a Robert Noyce Scholarship program which recruits, prepares, and mentors future and current STEM teachers, and director of the LGBTQ Mentorship Program, and Director of Maker Pedagogy and K-12 Outreach in the Warrior Fab Lab. In the teaching field, he is a certified elementary and special education teacher.
He taught at multiple grade levels for 5 years. He earned his doctorate in Teaching and Learning with a focus on science education from New York University in 2018.
Teacher Development, Preservice teacher education, Literacy Education, Diversity, Equity, Inclusion
See also
Bibliographic Information
Book Title
Cultivating Dialogue, Language, and Literacy for Social Justice in Teacher Education
ISBN
979-8-8819-0200-1
Edition
1st
Physical size
236mm x 160mm
