The authors report on the results of a reflective inquiry project implemented during the first five weeks of a 15-week course on content literacy methods for secondary pre-service teachers. The goal of the project was to disrupt taken for granted and commonplace assumptions about literacy processes, particularly in relationship to professional and ethical responsibilities to educate all students. A description and analysis of Literacy History Project (LHP) components provides the basis for addressing the resistance teacher candidates often express with respect to the relevancy of the content literacy methods course for their own practice as future middle and high school teachers. Through a reflective examination of their prior experiences and present day practices, the authors found that pre-service teachers participating in the LHP gained insights into their own literate identities, made connections between their literate practices and the those of adolescent literacy learners, and demonstrated more complex understandings of the content literacy methods course content as it relates to the literacy development of their future students.
IntroductionAs teachers of the content literacy methods course in a secondary credential program, we find ourselves routinely confronted by perceptions of literacy as no more than the ability to read and write, views of adolescents who struggle with literacy at the middle and high school levels as academic 'failures' and the consideration of teaching such students as an unwelcome imposition on the content area teacher. Through our action-based research on literate identity (authors, 2007, 2008, 2009), we have come to interpret this initial stance by our teacher candidates as a reflection of their belief in a dominant model of what counts as literacy and how individuals become literate, specifically what Street (1995) has labeled the 'autonomous model' of literacy. We find that our students tend to view literacy as a technical skill that one either possesses or does not possess, even when their own experiences of becoming literate might suggest otherwise. They also express this autonomous view of literacy when they describe it as a neutral, individual and often solitary act.This view of literacy contrasts significantly with the conceptual foundation upon which we draw for the content literacy methods course we teach at state university in northern California. As reflected in our selection of course readings, our development of course activities and assignments and our methods of assessment, we view literacy and literacies from a socio-cultural perspective; we hold that literacies are social practices specific to and situated within contexts, such that literate practices can and do vary from one context to another. What counts as literacy and who is viewed as literate are the function of power relations, of how resources are distributed, and how institutions and individuals within institutions work to maintain the status quo of domination and dominated (Luke & Freebody, 1997). Given...
El fortalecimiento técnico de la Superintendencia Nacional de Salud (SuperSalud), ente de inspección, vigilancia y control del Sistema General de Seguridad Social en Salud de Colombia, es necesario. Para tal fin, se propone el uso eficiente de los sistemas de información, que permita la toma de decisiones en política pública y que garantice el derecho fundamental de la salud.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.