Suchergebnisse

"The current interest in diversity, equity, inclusion, and belonging (DEIB) in higher education emerges from a reality that higher education now serves an increasing diversity of college students. An increasingly diverse student body brings to campuses various backgrounds, linguistic variations, political and religious affiliations, and sexual orientations; therefore, colleges and universities have been prompted to select content, assessment measures, and instructional strategies to not only welcome and support diversity, but to also position students' diverse backgrounds as assets in the classrooms. This edited volume seeks to put theory into practice by inviting contributions by scholars who aim to transform the higher education classroom through equitable classroom practices premised on culturally sustaining pedagogy. Contributors to the edited volume are faculty in higher education who depict change in instruction that fosters a more inclusive and equitable learning environment. Seeking to create an understanding of how we can more fully humanize our students within historically dehumanizing institutions, we invite readers to consider equitable teaching practices through a variety of lenses. Under the canopy of access, connectedness, and belonging, this volume features initiatives that will hopefully inspire change in higher education"--

Cover; Half Title; Title; Copyright; Dedication; Contents; List of Figures and Tables; Foreword; Acknowledgments; Introduction: The Education of School-Age Mothers in the United States; 1 Public Noise around School-Age Motherhood; 2 Curriculum, Literacy, and Learning for School-Age Mothers; 3 Reading with Their Bodies: Motherhood as a Reader Stance; 4 Rhetoric of the Future: Writing as a Site for Identity-Making; 5 More Than Mothers: Classroom Talk and the Negotiation of Relationships; 6 Schooling School-Age Mothers: Motherhood as a Curricular Theme.

A national study of English teacher preparation in U.S. colleges and universities revealed that faculty address changes in content and context salient to English education, particu- larly curricular, demographic, political, and technological changes, through initiatives at both the program and methods course levels. Programs require many hours of field placements and high numbers of credit hours in the subject area and in subject-specific methods, and also distribute the responsibility for addressing institutional and pedagogi- cal change across courses. Methods courses raise awareness of focal issues and allow opportunities for preservice teachers to discuss these issues. However, opportunities are scarcer for applying knowledge by putting it into practice. This article discusses tensions in English education as they relate to conceptual coherence at the program and course levels, as well as tensions between what we call awareness versus application.