Dyslexia policy and practice have been rapidly outpacing research. Due to legislation and media attention, schools are under pressure to attend to dyslexia, but research provides few clear answers about characteristics, identification, or instruction. Most dyslexia research takes place outside literacy education, and teachers' perspectives are heard only when their knowledge is questioned. Our research addresses these gaps with a qualitative study examining perspectives, understandings, and experiences of 32 Texas public school educators regarding dyslexia. Two major themes were evident: First, teachers felt responsible for meeting the needs of all their students, including those identified as dyslexic. Second, participants named barriers that interfered with attempts to support students, including limited information and confusing policies and procedures. This research provides new information about teacher's understandings, experiences, and perspectives concerning dyslexia that goes beyond surveys. This study's literature review provides information about the state of current dyslexia research, including its limitations.
This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.
This article attends to the possibilities that emerged from pedagogical invitation to the more-than-human in a qualitative inquiry course. We focus on the situated ethical and (micro)political grapplings that emerged from paying attention to the more-than-human alongside asymmetrical human and more-than-human lifeworlds. Our orientation toward the ethical and (micro)political is enacted through visual, poetic, and narrative storytelling that attempts to make visible what emerged for the students’ research and their becomings as qualitative inquirers in relation with course pedagogies. Our storytelling enacts a feminist practice that “stays with the trouble” stirred up by decentering the human while remaining accountable to enduring systemic, colonial, racialized, and gendered presences. While the particular lines of flight enacted by the pedagogical invitations in the course differed for each student, they come together in underlining the mattering of pedagogical and inquiry-based attunements toward the more-than-human within unequal worlds.
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