- Title
- Using imagination to engage future teachers in a critical pedagogy in the tertiary classroom
- Creator
- Noone, Lynne; Cartwright, Patricia
- Date
- 2006
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/40170
- Identifier
- vital:657
- Identifier
- ISSN:1447-9494
- Abstract
- This paper explores some of the possibilities and dilemmas that have arisen for us as tertiary teachers of future teachers as we attempt a critical pedagogy through literacy. We are interested in problematising both the so-called 'literacy problems' of current preservice teachers, and also the orthodox canonical understanding of academic literacies. Grounded in the constraints of contemporary neo-conservative socio-political circumstances of life, including education, we imagine the possibility that education could be otherwise. Our critical literacy pedagogical approach seeks to disrupt our students' taken-for-granted understandings of themselves, their world and what it is, and could be like, to be teachers in schools. The material on which this paper is based is derived from our reflections on students' written responses to our pedagogy as we engage in on-going action research about our teaching. Through the language used in the responses, we see evidence of students' engagement (or not) in the critical enterprise. Contradictions emerge regarding the varying discourses about learning, knowledge, teaching and academic literacies that the students and we, as teachers, live out in the tertiary classroom. In making visible our struggles to explore with our students that which is 'not yet', we foreground and celebrate tertiary teaching.; C1
- Publisher
- Australia Common Ground
- Relation
- International journal of learning Vol. 12, no. 6 (2006), p. 325-332
- Rights
- Copyright Common Ground
- Rights
- Open Access
- Rights
- This metadata is freely available under a CCO license
- Subject
- 1303 Specialist Studies In Education; Pedagogy; Critical literacy; Teacher education; Action research; Tertiary teaching; Academic literacies
- Full Text
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