Disruptive Teaching: Centering Equity and Diversity in Literacy Pedagogical Practices


Teacher educators must prepare preservice teachers (PSTs) to become equitable practitioners who honor the voices and experiences of their future students. In this article, we advocate for centering equitable teaching in literacy education courses and making explicit how to disrupt traditional perspectives of teaching diverse students. This qualitative study investigated PSTs’ perceptions and attitudes about teaching diverse students after a series of modeled lessons. Analysis revealed that over the course of the semester PSTs either continued to focus on barriers related to equitable teaching, began to discuss new possibilities for teaching, or were ready to enact the practices they had learned. This study revealed the importance of moving PSTs beyond surface-level teaching to affirming and inclusive practices

Similar works

Full text


ScholarWorks at WMU

Provided a free PDF
oai:scholarworks.wmich.edu:reading_horizons-3537Last time updated on 4/2/2020View original full text link

This paper was published in ScholarWorks at WMU.

Having an issue?

Is data on this page outdated, violates copyrights or anything else? Report the problem now and we will take corresponding actions after reviewing your request.