“I Thought We Were Over This Problem”: Explorations of Race in/through Literature Inquiry     

Detra Price-Dennis  Kathlene Holmes  Emily E. Smith 《Equity & Excellence in Education》2016,49(3):314-335

This article examines classroom practices that draw upon students' understandings of race and equity as they engage in critical literature inquiry to explore issues of power in our society. Our research team, comprising a fifth-grade classroom teacher, a doctoral candidate, and a university professor, analyzed students' written and digital projects to better understand what new skills, strategies, and meaning-making opportunities emerge when race is centralized in the curriculum. We documented the various ways students were able to voice their thoughts through multimodal learning in an elementary language arts classroom.  相似文献   

Critically Redefining and Repositioning Media Texts in Early Childhood Teacher Education: What If? And Why?     

Mariana Souto-Manning  Detra Price-Dennis 《Journal of Early Childhood Teacher Education》2013,34(4):304-321

Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices. Through the use of critical media literary practices, early childhood teacher educators can facilitate a process whereby preservice teachers learn how to critically reposition cartoons and other media texts, transforming them into tools for more equitable teaching. Offering a situated representation of this phenomenon, this article features a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society. Findings indicate that such media texts can serve as codifications of generative themes whereby preservice teachers can start acknowledging and addressing issues of inequity. Implications point toward the power and possibilities of early childhood teacher educators engaging preservice teachers in making curricula more accessible and equitable by repositioning popular culture media texts in early childhood classrooms.  相似文献