Download Teacher Education and the Cultural Imagination: by Susan Florio-Ruane PDF
By Susan Florio-Ruane
Making tradition a extra valuable notion within the texts and contexts of instructor schooling is the point of interest of this ebook. it's a wealthy account of the author's research of instructor e-book membership discussions of ethnic literature, particularly ethnic autobiography--as a style from which lecturers could find out about tradition, literacy, and schooling of their personal and others' lives, and as a kind of dialog and literature-based paintings that may be sustainable and foster academics' comprehension and demanding pondering. Dr. Florio-Ruane's function within the e-book golf equipment merged participation and inquiry. hence, she blends own narrative with research and outline of how she and the publication membership contributors explored tradition within the tales they instructed each other and of their responses to released autobiographies. She posits that autobiography and dialog can be necessary for lecturers not just in developing their very own studying approximately tradition, but in addition, via doing so, in engaging within the transformation of studying in the instructing profession.
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Extra info for Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative
Sample text
Trying to find ways to support book clubs with curriculum and instruction, I subsequently designed a course for experienced literacy teachers called, “Culture, Literacy, and Autobiography” and taught it in the fall of 1995. A centerpiece of this course, too, was reading and discussing autobiographies dealing with language, culture, and education. , Raphael, Goatley, McMahon, & Woodman, 1995). Raphael’s research found that book clubs, assisted by instruction and responsive writing, could enhance students’ comprehension.
28 Chapter 3 The Stories by Which We Teach 33 THE “DEFAULT MODE” IN OUR THINKING ABOUT CULTURE 34 DURABLE NARRATIVES IN EDUCATION 37 RETHINKING STORIES OF CULTURE FOR TEACHER EDUCATION 42 LEARNING FROM PALEY’S STORY 46 Chapter 4 Conversation and Narrative in the Future Teachers' Autobiography Club 49 ABOUT THE CLUB 50 TRANSFORMING OUR TEXTS AND CONTEXTS 54 ENGAGING LITERACY IN COMMUNITY 58 Chapter 5 Inquiry Into Autobiography and Conversation 62 EARLY INTERPRETATION: CONNECTED KNOWERS? 1 GENRES OF DIALOGUE IN EDUCATION 98 Page xiii Foreword The 29 preservice teachers sit in a large circle, listening attentively as my colleague Margie Maaka begins the activity she calls cultural sharing.
Like them, we are outwardly homogeneous and also assume a common core of values and beliefs about the role of school in society and the nature of teaching and learning. In our unquestioned sameness we rarely wonder about the differences that our common language, gender, skin color, or social class might mask. Nor do we ask why other faces and voices are not present among us. Our professional education has not forced these questions. As members of the so-called “mainstream,” the preponderance of US teachers find themselves culturally isolated from their pupils who are increasingly from more recent, non-European immigrant backgrounds and lower income families (Chavez Chavez & O’Donnell, 1998; Ferdman, 1990, 1991; Gay, 1993).