Integrative Research Syntheses as Sites of Disruption in Literacy Teacher Education

Abstract

In this Insight article, we look across the syntheses in this issue to consider how they help readers notice dominant flows and identify sites for disruption within the field of literacy teacher preparation. We first consider the meaning of disruption with respect to the metaphor of flow. We then identify and discuss possible sites of disruption authors of research syntheses create, providing examples from the literature. Finally, we suggest how research syntheses might be framed and crafted for purposes of disrupting the flows of dominant discourses and power structures in the field of literacy teacher preparation.

Conflict or Conversation? Media Portrayals of the Science of Reading

“…Rather than perpetuating frames that embody conflict, we recommend centering conversation and collaboration between stakeholders and across theoretical and methodological boundaries (Lysaker & Handsfield, 2019). Concurrently, stakeholders must be critical of simple solutions.…”