INVESTIGATING IDEOLOGICAL CLARITY IN TEACHER EDUCATION |
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| Authors: | Lori Czop Assaf Caitlin McMunn Dooley |
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| Institution: | 1. Department of Curriculum and Instruction , Texas State University , San Marcos;2. Department of Early Childhood Education , Georgia State University |
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| Abstract: | Set in a graduate-level multicultural literacy course, this qualitative study draws on Bakhtin's theories of ideological becoming and a hybrid of critical discourse analysis (CDA) methods (Gee, 1996 Gee, J. P. 1996. Social linguistics and literacies. Ideology in discourses, , 2nd ed. London: Falmer.. Google Scholar]; Fairclough, 1995 Fairclough, N. 1995. Critical discourse analysis: The critical study of language. London: Longman.. Google Scholar]; 2003 Fairclough, N. 2003. Analyzing discourse: Textual analysis for social research. London: Routledge. Crossref] , Google Scholar]) to explore the complexities of learning to teach culturally and linguistically diverse students. We investigated how eight beginning teachers' ideologies were constructed and reconstructed by closely examining the struggles and tensions teachers expressed in one multicultural literacy course. This research adds to the literature about how beginning teachers might better address cultural and linguistic diversity in literacy instruction. The study also describes the types of activities that can facilitate the development of teachers who are interested and committed to working with culturally and linguistically diverse students. |
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