Developing Culturally and Historically Sensitive Teacher Education Global Lessons from a Literacy Education Program
Produktdetaljer
Om bidragsyterne
Yolanda Gayol Ramírez is a Fellow at Fielding Graduate University, Santa Barbara, USA, and Distinguished Visiting Professor at the Universidad de Guadalajara, Mexico.
Patricia Rosas Chávez is Professor and Director of Innovation and Undergraduate Studies at the Universidad de Guadalajara, Mexico.
Peter Smagorinsky is Distinguished Research Professor in the Department of Language and Literacy Education in the College of Education at the University of Georgia, USA, and serves as Distinguished Visiting Scholar at the University of Guadalajara, Mexico.
This book reveals literacy education as grounded in individual psychological development and simultaneously in the history, cultures, languages, economics, technologies, and politics of society—with the potential of transforming both individuals and societies. The expansive, visionary program Letras para Volar sets an inspiring model for educational reform everywhere.
Charles Bazerman, Distinguished Professor of Education, University of California, Santa Barbara, USA
In this collection, we are introduced to how a master's program in Literacy Education renews literacy knowledge and practices, by prioritizing the population descending from its original peoples, with a view to achieving the dream of a “New Mexico”, free from injustice. It is an inspiration for the Global South countries.
Guilherme V. Rios, previously Professor at the University of Brasilia, Brazil and researcher at the National Institute for Educational Studies and Research of the Brazilian Government
This soaring vision of literacy education is a sober reminder of the destructive effects of coloniality, inequality, and oppressive relations of power. Alongside reclaiming the languages and multi-semiotic literacies of original peoples, it also stresses access to dominant literacies and technologies such that communities can harness them for their own purposes.
Hilary Janks, Professor Emerita, School of Education, University of the Witwatersrand, South Africa
Shortlisted for the UK Literacy Association's Academic Book Award 2021
This volume explores the literacy education master’s degree program developed at Universidad de Guadalajara in Jalisco, Mexico, with the aim of addressing the nation’s emerging social, economic, technological, and political needs. Developing the program required taking into account the cultural diversity, historical economic disparities, indigenous and colonial cultures, and power inequities of the Mexican nation. These conditions have produced economic structures that maintain the status quo that concentrates wealth and opportunity in the hands of the very few, creating challenges for the education and economic life for the majority of the population. The program advocates providing tools for youth to critique and change their surroundings, while also learning the codes of power that provide them a repertoire of navigational means for producing satisfying lives.
Rather than arguing that the program can be replicated or taken to scale in different contexts, the editors focus on how their process of looking inward to consider Mexican cultures enabled them to develop an appropriate educational program to address Mexico’s historically low literacy rates. They show that if all teaching and learning is context-dependent, then focusing on the process of program development, rather than on the outcomes that may or may not be easily applied to other settings, is appropriate for global educators seeking to provide literacy teacher education grounded in national concerns and challenges. The volume provides a process model for developing an organic program designed to address needs in a national context, especially one grounded in both colonial and heritage cultures and one in which literacy is understood as a tool for social critique, redress, advancement, and equity.
Introduction: Reinventing Teacher Education for the Mexican Context, Peter Smagorinsky (University of Georgia, USA)
Part I: The Historical Context of the Initiative
1. Literacy to Soar: The Dream of a New Mexico, Patricia Rosas Chávez (Universidad de Guadalajara, Mexico)
2. Innovation from the Bottom Up: From Street Reading to a Graduate Degree Program in Literacy Studies, Yolanda Gayol Ramírez (Universidad de Guadalajara, Mexico)
3. Mexico: Reading Our Times, Patricia Rosas Chávez & Yolanda Gayol Ramírez (Universidad de Guadalajara, Mexico)
4. International Cooperation in the Development of Local Teacher Education Programs, Gerald Campano (University of Pennsylvania, USA) & Maria Paulo Ghiso (Teachers College, Columbia University, USA)
Part II: Social and Cognitive Issues in Literacy Education
5. Some Linguistic Considerations for Literacy Studies, Patricia Córdova Abundis (Universidad de Guadalajara, Mexico)
6. Literacy and Everyday Life, Patricia Cisneros (Universidad de Guadalajara, Mexico)
7. The Challenge of Literacy and Inclusion, Jose Luis Iturrioz (Universidad de Guadalajara, Mexico)
8. How the Mind Engages in Literacy Development and Practice, Rodrigo Ramos (Universidad de Guadalajara, Mexico)
Part III: Literacy and Stem (Science, Technology, Engineering, And Mathematics) Education
9. How Technology Contributes to Literacy Education and Practice, Luis Alberto Gutiérrez Díaz de León (Universidad de Guadalajara, Mexico)
10. Building a STEM Infrastructure for Mexico’s Future Needs, Cesar Lozano (Universidad Autónoma de Nuevo León, Mexico)
Part IV: Research and Evaluation
11. Action Research in Critical Literacy Initiatives, Cesar Correa (Universidad de Guadalajara, Mexico)
12. Theoretical and Methodological Perspectives for Researching Literacy Practices, Martha Vergara Fregoso & José Antonio Méndez Sanz (Universidad de Guadalajara, Mexico & Universidad de Oviedo, Spain)
Part V: Looking Back and Looking Ahead
13. Literacy as a Human Right in Mexican Education, Rita Alejandra Gracián Flores & Ericka Graciela Staufert Reyes (Universidad de Guadalajara, Mexico & University of Pennsylvania, USA)
14. Conclusion: Networking Letras para Volar into the Future, Peter Smagorinsky (University of Georgia, USA) and Yolanda Gayol Ramírez (Universidad de Guadalajara, Mexico)
Bibliography
Index
The series presents robust, critical research studies in the broad field of teacher education, including initial or pre-service preparation and in-service and continuing professional development, from diverse theoretical and methodological perspectives. The series includes innovative approaches to research, curriculum, and pedagogy in the field that reflect an underlying commitment to transforming the education of teachers. Volumes in the series report research at all scales, from innovations in a single institution or area of study through to institutional and system-wide reforms, presented in a way that engages scholars in teacher education across international contexts.
Advisory Board:
Beatrice Avalos (University of Chile, Chile)
Ann Childs (University of Oxford, UK)
Lauren Gatti (University of Nebraska, USA)
Mary Hill (University of Auckland, New Zealand)
Elizabeth Kahn (Northern Illinois University, USA)
Yang Xiaowei (East China Normal University, PRC)
Clare Kosnik (Ontario Institute for Studies in Education, University of Toronto, Canada)
Adam Lefstein, (Ben Gurion University of the Negev, Israel)
Janet Orchard (Bristol University, UK)
Anne Phelan (University of British Columbia, Canada)
Anja Swennen (VU University, the Netherlands)
Tom Are Trippestad (Western Norway University of Applied Sciences (HVL), Norway)
Produktdetaljer
Om bidragsyterne
Yolanda Gayol Ramírez is a Fellow at Fielding Graduate University, Santa Barbara, USA, and Distinguished Visiting Professor at the Universidad de Guadalajara, Mexico.
Patricia Rosas Chávez is Professor and Director of Innovation and Undergraduate Studies at the Universidad de Guadalajara, Mexico.
Peter Smagorinsky is Distinguished Research Professor in the Department of Language and Literacy Education in the College of Education at the University of Georgia, USA, and serves as Distinguished Visiting Scholar at the University of Guadalajara, Mexico.