Supporting literacy through social justice literature
A conceptual argument for reading time in preservice teaching
Bibliographic Data
| ID | 21729928 |
|---|---|
| Authors | Marcea Ingersoll (0000-0001-8704-4863, Thomas University, corresponding author) |
| Year | 2024 |
| Volume | 26 |
| Issue | 2 |
| Pages | 35-49 |
| Publication date | 2024-06-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Journal of Language and Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1038-1562 • E-ISSN: 1839-4728 |
| Publisher | University of Alberta Libraries (PUBLISHER) |
| DOI | 10.20360/langandlit29730 |
| OpenAlex | W4399670653 |
| Language | EN |
| Citations received | 1 |
| References cited | 16 |
Preservice teachers enter teacher education programs with varying reading habits and conceptions of social justice. This specific problem of practice—made visible by personal practical knowledge (Connelly & Clandinin, 1988), is examined using currere (Pinar, 2020) and Simpson and Cremin’s (2022) concept of the additive trio. This conceptual paper asserts the need to simultaneously support preservice teachers’ reading habits, knowledge of children’s literature, and understandings of social justice by allocating preservice curriculum time toward this purpose. It also reveals the hidden curricular labour required to respond to a problem of practice
Curriculum · Economic Justice · Literacy · Mathematics education · Pedagogy · Political science · Social justice · Social practice · Social science · Sociology · Educator Training and Historical Pedagogy · Law · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
Early career teacher attrition
The Global Educational Reform Movement and Its Impact on Schooling
Responsible Reading
Beyond “Learning Loss
Reader, come home
Practice Makes Practice
If They Don't Read Much, How They Ever Gonna Get Good
Reading Motivation in High School
Learning empathy through literature
Personal Practical Knowledge
Working-class students, habitus, and the development of student roles
Matthew Effects in Reading
Educating Consciousness through Literary Experiences
The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers
Using Their Words
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |