Transformative Pedagogies for Teacher Education Moving Towards Praxis in an Era of Change
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Transformative Pedagogies for Teacher Education Moving Towards Praxis in an Era of Change A Volume in Transformative Pedagogies in Teacher Education Series Editors Ann E. Lopez University of Toronto Elsie L. Olan University of Central Florida Transformative Pedagogies in Teacher Education Ann E. Lopez and Elsie Lindy Olan, Editor Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an Era of Change (2018) edited by Ann E. Lopez and Elsie Lindy Olan Transformative Pedagogies for Teacher Education Moving Towards Critical Praxis in an Era of Change edited by Ann E. Lopez University of Toronto and Elsie Lindy Olan University of Central Florida - INFORMATION AGE PUBLISHING, INC. Charlotte, NC • www.infoagepub.com Library of Congress Cataloging-in-Publication Data CIP record for this book is available from the Library of Congress http://www.loc.gov ISBNs: 978-1-64113-107-0 (Paperback) 978-1-64113-108-7 (Hardcover) 978-1-64113-109-4 (ebook) Copyright © 2018 Information Age Publishing Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher. Printed in the United States of America CONTENTS About the Series Ann E. Lopez and Elsie Lindy Olan ................................................... vii Foreword Christine Sleeter ..................................................................................xi Preface Ann E. Lopez and Elsie Lindy Olan ....................................................xv Acknowledgments ................................................................................... xxi 1. Disrupting and Problematizing Teachers’ Notions of Equity Pedagogy: Narrative Pedagogy and Dialogic Interactions as Transformative Practices Elsie Lindy Olan ................................................................................. 1 2. When Effective Instruction Is Not Enough: A Critical Look at Emergent Understandings of Liberatory Pedagoy by Teachers in a Master’s Program Misty Sailors, Miriam Martinez, Logan Manning, Dennis S. Davis, Rebecca Stortz, and Teresa Sellers ............................ 15 3. “I’m Just Playing Devil’s Advocate”: Preservice Teachers’ Identity Construction Through Dialogic Talk Eileen M. Shanahan ...........................................................................31 4. A Framework for Enacting the Metapedagogy Method in Teacher Education: What Why Where When and How Matthew Thomas and Ann Yehle ........................................................ 51 v vi CONTENTS 5. Enacting Theory-and-Practice Pedagogies Within a Teacher Preparation Program: Experiences of Teacher Candidates Kevin O’Connor, Gladys Sterenberg, and David Dillon ....................... 69 6. Toward Transformative Practices in Teacher Development: Lessons From Research With Youth of Color Louie F. Rodriguez and Tara Brown .................................................. 87 7. What Is the Skill of Teaching? A New Framework of Teachers’ Social Emotional Cognition Vanessa Rodriguez and Bryan Mascio ...............................................103 8. Teaching Cases as Pedagogical Tools for Transformative Practice AnnMarie Gunn, Susan Bennett, James Welsh, and Barbara Peterson ............................................................................. 123 9. [Un]Consciously [Dis]Serving English Learners: A Reflection of Bilingual Teacher Educators on the Border Jeanette Haynes Writer, Lida J. Uribe-Florez, and Blanca Araujo .......141 10. Disruptive Pedagogy: Critical Approach to Diversity in Teacher Education Ann E. Lopez .................................................................................. 157 11. “I Don’t Have the Resources to Learn, or … the Time to Do That”: Teacher Educators’ Perspectives and Practices of Preparing Preservice Teachers for English Language Learners Guofang Li, Yue Bian, and Jose Manuel Martinez .............................175 About the Editors/Authors ..................................................................... 195 ABOUT THE SERIES Ann E. Lopez and Elsie Lindy Olan Transformative Pedagogies for Teacher Education is a book series that feature the work of teacher educators across the globe that are engaging in alterna- tive pedagogies grounded in social justice to meet the needs of students. This series is about praxis—connecting theory to educational practices that practitioners, scholars and activists can draw on as they seek to create meaningful and lasting change in the lives of students. The research, expe- riences and practices highlighted in this series foreground the voices and experiences of teacher educators who are working with teacher candidates and in classrooms; all on a journey to create more equitable practices no matter their contexts. We live in a world where borders are shrinking and people are on the move. As teacher educators, we must vow to include the richness that this diversity brings to education. Each author is committed to the cause and to the goals of equity, guided by their own experiences and contexts. The teacher educators who contributed to this series are unique in their own way, each sharing narratives and experiences that inform their journey. Their research reflect new and different ways to prepare teacher candidates to enter classrooms and schools that have vastly changed over the last 20 years. It is our hope that this project will encourage not only teacher educators and teacher candidates, but also educational leaders and policymakers to seek out alternative approaches to education to addresses the needs of students who have traditionally been marginalized. Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an Era of Change, pp. vii–ix Copyright © 2018 by Information Age Publishing All rights of reproduction in any form reserved. vii viii A. E. LOPEZ and E. L. OLAN Transformative pedagogy empowers students to critically examine beliefs, values, and knowledge with the aim of developing new episte- mologies, center multiple ways of knowing, and develop a sense of critical consciousness and agency. Singer and Pezone (2000) urge teacher educators not to become pessimistic and overwhelmed by societal and edu- cational challenges, but seek out ways to engage in transformative actions. Grounded in the work of Dewey and Freire, the works in this series take a critical approach to education. Freire (1970) pedagogical aim was to ensure that the oppressed had educational experiences that allowed them to take control over their own lives. It is important for teacher candidates and teacher educators to work keep this at the forefront of their work given the current complexities of schooling. Freire believed that education should be a vehicle for hope for society at large. In this endeavour both educators and students should explicitly challenge social injustice and oppression. According to Freire, knowledge emerges through invention and re-inven- tion, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world and with each other. The authors seek to enact teacher education in the traditions of Dewy (1961) who sug- gests the ideals of democratic education must translate into experiential learning, and pragmatic actions combined with reflective thinking. If we are to advance the education then theory must be connected to practice. By examining our practices as teacher educators we engage in continu- ous learning that enables new knowledge to emerge in the hope of creating change in education and society. As Freire (1970) argues the role of the teacher is to ask questions by engaging in problem-posing methodologies, support students to discover new ideas, value their life experiences and include prior experiences as the basis for new academic understanding and social action, a process he refers to as conscientization. Different and alternative transformative pedagogical approaches weave through this series. Through the frame of liberatory pedagogy (Freire, 1970), that focuses on raising critical consciousness and recognizes that education is political; culturally responsive pedagogy (Gay, 2010; Ladson-Billings, 1995a; Villegas & Lucas, 2008) which argues for the cultural references of students to be represented in all aspects of learning; participatory action research (Reason & Bradbury, 2001) that captures the voices and experiences of urban youths and advances practical knowledge in pursuit of social action; case studies (Merseth, 1994; Shulman, 1992) that bridge theory to practice divide; the voices of teacher educators working on the border; and disruptive pedagogy (Lee, 2014) authors share narratives, colaboring with the students sharing experiences in pursuit of teacher education to transform education and social change. Teacher educators share not only their aspirations for education, but also their vulnerabilities on the journey of liberatory education. About the Series ix We hope that different approaches and pedagogies highlighted in this series will advance the work of educators committed to social justice and more equitable outcomes for students who are at the margins, a better society and a more democratic world. Indeed this is the aim of transforma- tive education. REFERENCES Dewey, J. (1961). Democracy and education: An introduction to the philosophy of education. Oakland, CA: Macmillan Freire, P. (1970). Pedagogy