Re-Positioning Youth in English Teacher Education

Petrone, Robert; Sarigianides, Sophia Tatiana

doi:10.1108/s1479-368720170000027005

Cited by 7 publications

(11 citation statements)

References 17 publications

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“…Although some of the deficit language in these dilemmas may have originated from a deficit view of adolescents in general (Petrone & Sarigianides, 2017), because our participants were primarily working with youth of color and the literature indicates a tendency for preservice teachers to enter teacher preparation programs with deficit views of students of color (Çelik & Amaç, 2012; Cross, Behizadeh, & Holihan, 2017; Hampton et al, 2008), we believe many of these deficit views are “a form of contemporary racism in US schools” (Yosso, 2005, p. 75). Yet we do not want to oversimplify the complexity of our data or reduce the complexity of our participants’ identities regarding race.…”

Section: Discussionmentioning

confidence: 99%

“…Instead these labels become ways in which students are positionedpositionings that can be transformed through a shift in stance toward students and instruction. (p. 72) Describing changes to their teacher preparation coursework, Petrone and Sarigianides (2017) structured several interventions to help preservice teachers and inservice teachers identify and reject dominant discourses that typically position adolescents as deficient. Sarigianides and colleagues (2015) encouraged preservice teachers to rethink adolescence and how this group is socially constructed, as well as how deficit views of adolescence intersect with racism, sexism, ableism, heteronormativity, and other socially entrenched biases.…”

Section: Student Teaching In Urban Middle Schoolsmentioning

confidence: 99%

“…Our focus on preparing preservice teachers to work in urban middle schools complicates our analysis because literature suggests that teachers may have deficit views of young adolescents in general. While teacher certification in middle grades education was designed to address specific developmental needs of adolescents (Preston, 2017), some scholars suggest a need for preservice teachers to reconfigure their view of early aged teenagers (Petrone & Sarigianides, 2017; Sarigianides, Lewis, & Petrone, 2015; Thein, Beach, & Johnston, 2017). Thein and colleagues (2017) explained,From a sociocultural perspective students are not just “adolescents” who are self-focused and immature, “struggling readers” who are disengaged with literature, or “behavioral problems” who are expected to be perpetually disruptive.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Guise and colleagues (2017) referred to traditional student teaching models as often employing a “sink or swim” method, which may leave student teachers feeling overwhelmed and isolated (p. 2). In this hectic time period, if preservice teachers do not have time and space for critical reflection, negative characterizations of young adolescents in general (Petrone & Sarigianides, 2017) and negative characterizations of youth of color in particular (Howard, 2003; Muhammad, 2015) may be reinforced by field experiences without an opportunity to surface and examine subconscious biases and prejudices (Barnes, 2016). Our goal in this project was to examine what happens when a group of diverse preservice teachers completing their student teaching experience in urban middle schools are provided an alternative space to engage in critical, collaborative reflection.…”

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confidence: 99%

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Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers’ Reflective Practice

Behizadeh

Thomas

Cross

2017

Journal of Teacher Education

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A primary goal of teacher preparation programs should be to develop the reflective and critical problem-solving capacities of preservice teachers, especially social justice–oriented programs that prepare teachers to work in urban schools with historically underserved youth. Through an analysis of participants’ biweekly posts to discussion boards, this qualitative case study examines common dilemmas for a group of 11 racially diverse undergraduate preservice middle school teachers and descriptions of their process during Critical Friendship Group protocols. Results reveal that most dilemmas revolved around relationships with others, curriculum and instruction, and perceived deficiencies of students. However, through the process of engaging in reflective conversations supported by classroom activities, some participants reenvisioned the initial dilemma, such as reframing deficiency views as pedagogical or relationship issues. In addition, all participants articulated benefits of the Critical Friendship Group meetings in their reflections. Implications for improving supports for critical, collaborative reflection during student teaching are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Student Teaching In Urban Middle Schoolsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

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Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers’ Reflective Practice

Behizadeh

Thomas

Cross

2017

Journal of Teacher Education

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“…There exists a wealth of scholarship on YAL and teacher education. Some scholars have discussed using YAL with PSTs to help them develop a “youth lens” and learn about adolescence to create instructional practices (Petrone and Sarigianides, 2017). Falter (2016) used YAL in a teacher education course to help PSTs reflect on and revise their negative assumptions and stereotypes about adolescent learners.…”

Section: Young Adult Literature and Teacher Educationmentioning

confidence: 99%

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

Sams

Cook

2019

ETPC

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Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

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Student voice across contexts: Fostering student agency in today’s schools

Cook-Sather¹

2020

Theory Into Practice

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Student voice is a concept and a set of approaches that position students alongside credentialed educators as critics and creators of educational practice. Student voice and student agency are closely linked when school stakeholders connect the sound of students speaking with students having the power to influence analyses of, decisions about, and practices in schools. In this article I present an overview of forms of student voice work that support cultivating student agency in school spaces, in research on teaching and learning in those spaces, and in authoring publications about teaching and learning in those spaces. Drawing on empirical studies conducted in a range of contexts, the examples refer to students, teachers, administrators, and researchers working together to: analyze teaching and learning in ways that inform classroom practices; employ a wide variety of methodologies to engage in research that leads to action; and author and co-author analyses of practice and research that are guided by students' own interpretative frames as well as filled with their own words. Implications of this discussion include suggestions for teachers, school principals, teacher educators, and researchers regarding how to support student voice such that it fosters the developent of student agency.

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Re-Positioning Youth in English Teacher Education

Cited by 7 publications

References 17 publications

Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers’ Reflective Practice

Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers’ Reflective Practice

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

Student voice across contexts: Fostering student agency in today’s schools

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