Living and Co-constructing Liminal Pathways for Latinx Preservice Teachers

Bibliographic Data

ID2408965
AuthorsMary Esther Soto Huerta (0000-0002-2086-1460)
Year2019
Volume19
Issue3
Pages222-230
Publication date2019-06-01
Open AccessYes
TypeARTICLE
VenueCulture Studies ↔ Critical Methodologies (JOURNAL)
Journal identifiersISSN: 1532-7086 • E-ISSN: 1552-356X
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/1532708618817919
OpenAlexW2905023250
LanguageEN
Citations received1
References cited22

Teacher preparation curriculums must consider the increasing multilingual student representation in our schooling systems. In Latin America, the publication of libros cartoneros reveals agentic movements toward democratizing uses of literacy through self-representation and social representation, disrupting power-laden assumptions about literacy. The process of creating libros cartoneros enabled preservice teachers to engage critical literacy practices in previously unthought ways as they flexibly and freely drew from their deep conceptual, cultural, and linguistic knowledge to create books constructed of recycled cardboard. The process constructed liminal, hybrid positions, and understandings within/for/by preservice teachers about what counts as literacy and holds social value

Curriculum · Latin Americans · Liminality · Linguistics · Literacy · Mathematics education · Pedagogy · Political science · Politics · Process (computing · Representation (politics · Sociology · Anthropology · Computer Science · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Multilingual Education and Policy · Psychology · Philosophy

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