Navigating Discourses of Cultural Literacy in Teacher Education

Halbert, Kelsey; Chigeza, Philemon

doi:10.14221/ajte.2015v40n11.9

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…There is a need for an action plan associated with cultural literacy skills, based on the problem situation. For this purpose, learning outcomes have been determined in line with American (http://www.corestandards.org), Canadian (http://www.edu.gov.on.ca/eng/), Australian (http://www.australia.gov.au), Singapore (https://www.moe.gov.sg) and Hong Kong (https://www.edb.gov.hk/en/) language teaching programs and with academic studies on cultural literacy (Albrecht, 2016;Barrette & Paesani, 2018;Colombi, 2015;Dean, 2017;Gordon, 2018;Halbert & Chigeza, 2015;Hui, 2014;Johnson, 2014;Kiefer, 2014;Lawrence, 2007;Liu, 2017;Lusk, 2008;Machado et al, 2017;Mkandawire & Walubita, 2015;Mason & Giovanelli, 2017;Moncada Linares, 2016;Merzliakova, Linchenko, & Ovchinnikova, 2016;Naqeeb, 2012;Patel & Meyer, 2011;Perveen, 2014;Renau & Pesudo, 2016;Reygan & Steyn, 2017;Schaefer & Lynch, 2017;Shulsky et al, 2017;Smith, 2010) and with the needs of Turkish language teachers for cultural literacy (Bal, 2018b). These learning outcomes were determined by taking into account the dimensions of cultural literacy and the process of development.…”

Section: Data Collection Processmentioning

confidence: 99%

Cultural Literacy in Mother Tongue Education: an Action Research

Bal

Mete²

2019

QRE

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The aim of the research is to relate the middle school students’ literacy skills to their basic language skills. The study was designed as an action research. The participants of the study are middle school students. The data collection tool consists of semi-structured interview form, semi-structured observation form, log form and activity files. The research process was carried out in three stages: cultural awareness, cultural diversity and cultural literacy. It was observed that participants cultural literacy skills developed at each stage. In addition, while performing basic language skills, they were found to be more effective at every stage. Based on the results of the study, it is concluded that the mother language education lesson can be associated with the learning outcome of cultural literacy skills and basic language skills.

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Section: Data Collection Processmentioning

confidence: 99%

Cultural Literacy in Mother Tongue Education: an Action Research

Bal

Mete²

2019

QRE

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“…Reductive interpretation of the professional role of teachers also creates tensions when standards and assessment must balance 'knowledge as problematic' with knowledge as 'known' and assured. "Assuring" professional competencies of teachers across the complex domains becomes problematic (Halbert & Chigeza, 2015).…”

Section: Teacher Education For Global Citizenship In Australiamentioning

confidence: 99%

Global citizenship in teacher education: a critical framing and Australian curriculum case study

Halbert¹

2019

ZEP

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Teachers are increasingly framed as global civic professionals with a set of dispositions, knowledges and skills for global citizenship. This rationale must also go beyond neoliberal framing of global citizenship as an employability skill set or commodity. There is a social justice imperative to engage pre-service teachers in teacher education curriculum approaches that foster cultural understandings of 'self' and 'other' and how such understandings shape teachers' work. This paper presents a theoretical framing of culture and the intersecting spheres of the local-global citizen and how these frame teacher education. Significant findings include understanding the complex intersections of global education, citizenship education and cosmopolitan education invoked in international frames, national policy borrowing and curriculum change. I then use a case study of a specific Australian teacher education course to highlight pre-service teacher perspectives on global citizenship and an example of how students experienced service learning as a curriculum response in teacher education. The curriculum case study illustrates the transformative potential and challenges of experiential learning in teacher education, particularly as a catalyst and stimulus for dialogue and reflection on global citizenship.

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“…Menurut Muller dikutip Halbert & Chigeza (2015) menguraikan bahwa sesorang yang memiliki literasi budaya memiliki kriteria berikut:…”

Section: Budaya Literasi Dan Literasi Budayaunclassified

Desain Literasi Budaya dalam Pembelajaran Bahasa Indonesia di Perguruan Tinggi

Helaluddin¹

2018

ESTETIK

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The cultural literacy program is one of the six basic literacies proclaimed by the World Economic Forum in 2015. Foundational literacies are literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Cultural literacy is someone’s ability in understanding his culture and how to behave towards his culture as his nation’s identity. In other words, cultural literacy is the knowledge, perspectives, and contributions of a set of cultures that will be used by the learners in the process of reading and writing. This paper highlights the advantages of cultural literacy for university students. In addition, this paper also elaborates the teaching scenario of cultural literacy in Indonesian language course. Keywords: literacy, cultural literacy, Indonesian language course

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Navigating Discourses of Cultural Literacy in Teacher Education

Cited by 7 publications

References 17 publications

Cultural Literacy in Mother Tongue Education: an Action Research

Cultural Literacy in Mother Tongue Education: an Action Research

Global citizenship in teacher education: a critical framing and Australian curriculum case study

Desain Literasi Budaya dalam Pembelajaran Bahasa Indonesia di Perguruan Tinggi

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