Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers

Beach, Sara Ann; Nyirumbe, Sr. Rosemary; Monk, David H.; Okecha, Sr. Esther Pia

doi:10.1002/trtr.1937

Cited by 4 publications

(2 citation statements)

References 10 publications

(11 reference statements)

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“…I began each initial interview by explaining Nancie Atwell's (1987) concept of Teacherliness, first providing her definition of capital T teaching: "The fluid, subtle, exhilarating balance that allows me to function in my classroom as a listener and a teller, an observer and an actor, a collaborator and a critic and a cheerleader" (p. 21, emphasis original). Then I asked each participant to explore the question: Is there such a thing as a Capital W writer?…”

Section: Storied Datamentioning

confidence: 99%

“…The teaching profession has been under assault in the past few years. Globally, neoliberal policies have enforced “Western” approaches to literacy instruction – often prolonging the impacts of colonialism, erasing indigenous and local literacy identities and reifying social stratification (Beach et al , 2020; Casinader and Sheik, 2021; Sah, 2021). In the USA, federal legislative efforts such as the No Child Left Behind Act (2001) and the Race to the Top (2012) have increased standardization of secondary education (Chisholm et al , 2019).…”

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confidence: 99%

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Claiming a space in the W/writerly community to increase English Language Arts teacher agency

Goldsmith

2023

ETPC

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Purpose By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of pedagogical agency. Design/methodology/approach In this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers’ personal beliefs around writing intersect with their professional practice. Data sources include interviews, journal entries and classroom observations. Findings Nuanced differences in teachers’ W/writerly identities produce more substantial differences in their pedagogy, especially impacting their performance of agency to (re)define successful writing outcomes and to balance process and product in their writing instruction. Practical implications This paper presents one method to expand preservice and in-service English Language Arts (ELA) practitioners’ approaches to teaching writing even alongside limitations of their teaching context by (1) emphasizing their ownership over their own writing in university methods courses; (2) leading teachers on an exploration of W/writerly identities; and (3) investigating ways teachers can transfer their personal and professional learning to students via their own pedagogical agency. Originality/value The study extends the work of scholars in the National Writing Project, suggesting that nuanced exploration of ELA teachers’ W/writerly identities in preservice and in-service settings could increase their sense of agency to work against and within cultures of standardization.

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Section: Storied Datamentioning

confidence: 99%

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confidence: 99%