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Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers: Giving Children and Teachers a Voice [Hardback]

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Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers: Giving Children and Teachers a VoicePalielināt
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Permanent link: https://www.kriso.lv/db/9789004393851.html
Keywords:
This book outlines a rationale for using students' personal and group cultural narratives in writing and literacy pedagogy in elementary grades and provides a sample of how teacher action research can be used to help transform the teaching and learning environment. It demonstrates how preservice teachers can teach writing based on personal narratives and use them to build cultural counternarratives, with the aim of honoring students' individual and collective knowledge to challenge the depersonalized skill-based writing in public schools, while also developing the conventions of writing. It discusses the concept of transformative literacy and narrative as meaning making; a framework for transforming writing from a secondary to a primary discourse; a project involving a K-8 language arts methods classroom for preservice teachers to investigate the use of narrative to inform elementary students’ academic writing; themes that emerged from the project in relation to writing for meaning and purpose; the concept of teacher action research and its use to support narrative as writing pedagogy; and the role of teachers as change agents and in challenging the practice of testing and grades as proof of good teaching and learning, as well as promoting writing while writing for meaning and purpose. Annotation ©2021 Ringgold, Inc., Portland, OR (protoview.com)

This book shows how teaching writing to young children can transform them into academic students that are self-aware of their own identity and expression, while being conscious of their surrounding group cultures by employing narrative as a writing process.

Recenzijas

"Wasser convincingly argues that skills can be taught as part of the learning process while situating writing in the context of childrens lives and culture. She develops a strong theoretical framework throughout her discussion of student writing samples, preservice teacher reflections, and her own experiences as an elementary school teacher and a professor ofteacher education."

- A. L. Hsu, State University of New York College at Old Westbury

Preface ix
Acknowledgments xi
Introduction 1(6)
1 Purpose of This Book as a Conceptual Bridge
2(5)
PART 1 Critical School Writing as a Place for Transformation
1 Transformative Literacy: Narrative as Retrospective Meaning Making
7(9)
1 A Word about Definitions
15(1)
2 Conclusion
15(1)
2 A Framework for Writing to Transform Our World
16(16)
1 Through the Lens of Writing--An Historical Journey: A Rationale
16(3)
2 Transforming Writing from a Secondary to a Primary Discourse
19(3)
3 Whole Language: Literacy Learning from Whole to Part
22(1)
4 Personal Narrative as Literacy Pedagogy
23(5)
5 Pushing back against Current School Writing Policies
28(4)
3 Teacher Candidates Critical Work and a Critical Discourse Analysis
32(17)
1 How It Worked: The Documentation
33(2)
2 How It Worked: My Teacher Research Classroom Methods
35(5)
3 An Example of a Narrative Lesson in Progress
40(5)
4 Data Analysis Method
45(1)
5 CDA Theoretical Tools
45(3)
6 Conclusion
48(1)
4 Language and Power: Emergent Themes
49(36)
1 Theme of Writing for Meaning and Purpose
49(4)
2 Theme of Building Community through Narrative Writing Pedagogy
53(21)
3 Theme of Narrative Writing as a Tool for Healing
74(6)
4 Language and Power; Language Empowers
80(5)
PART 2 Teacher Action Research
5 Teacher Action Research: Schools as Knowledge Democracies
85(8)
1 Tar as a Research Paradigm
85(5)
2 Tar as Knowledge Democracy
90(3)
6 Using Teacher Action Research to Support Narrative as Writing Pedagogy
93(10)
1 Funds of Knowledge as Fodder for Narrative Writing Pedagogy
93(1)
2 Pioneering Support for the Methodology
94(2)
3 Studies Treating Teaching Writing through Teacher Research
96(3)
4 Research Studies Employing Personal Narrative as a Source of Scholarly Writing
99(1)
5 Conclusion
99(4)
PART 3 Teachers as Change Agents
7 Challenging the Practice of Testing and Grades as Proof of Good Teaching and Learning: Challenging Writing as Merely a Skill
103(11)
1 Why Narrative as Writing Pedagogy?
102(3)
2 A Critical Discourse Approach to Analyzing the Narratives
105(1)
3 What Worked Well
105(1)
4 Preservice Teachers Challenge the Pedagogy: Testing and Grades as Proof of Good Teaching and Learning
106(4)
5 Preservice Teachers' Thinking about Writing Begins to Change
110(4)
8 Narrative to Promote "School" Writing While Writing for Meaning and Purpose
114(6)
1 Incorporating Skill-Based Literacy Instruction and Narrative Genre in Pedagogy Based on Personal Stories: How It Worked
114(3)
2 Conclusion
117(3)
9 General Discussion and Conclusions: Changing the Dominant Literacy Pedagogy One Story at a Time
120(19)
1 Open-Ended Planning
121(1)
2 A Place of Transformation
121(2)
3 Preservice Teachers Push back against Writing as Primary Literacy Pedagogy: The "What Do We Do about Grades?" Discourse
123(1)
4 Places of Transformation from "What Do We Do about Grades," to "How Can We Assess Students' Writing along the Road to Learning to Write?"
124(1)
5 Pushing back against Issues of Language and Power
125(1)
6 Transformative Actions to Address Issues of Language and Power
126(1)
7 The Tradition of Teaching/Not Teaching Writing in School
127(2)
8 A Look at My Teacher Discourse and Discourse
129(4)
9 In Conclusion
133(6)
Appendices
Appendix 1 Johnson Elementary Charter School Demographics
139(1)
Appendix 2 Methods for Teaching Elementary Language
140(8)
Appendix 3 Reading Log
148(1)
Appendix 4 Lesson Plan April 16, 2014
149(1)
Appendix 5 I Know What It's Like
150(1)
Appendix 6 I Know What It's Like
151(1)
Appendix 7 Class Poem #2
152(2)
Appendix 8 Class Poem #3
154(2)
Appendix 9 Questions on Unit 1 Reading, EDUC 453/553 February 12, 2014
156(1)
Appendix 10 Journal Guidelines
157(2)
References 159
Nancy Wasser, PhD, is a retired Assistant Professor at the Department of Teacher Education and Educational Leadership at the University of New Mexico. She combines her research in Curriculum Studies with Pedagogy and literacy education. Her focus is on inclusive and bilingual education.