Using Story as Sites of Dialogue, Disillusionment, and Development of Dispositions to Support Inclusive Education
ABSTRACT
This article reports on an ongoing action research project regarding stories and dialogue that can be used as experiences of difference and diversity, and their impact on the classroom environment/community and the teacher. Over a period of ten years, the researchers have engaged a total of 2400 teacher candidates, through their language and literacy course, in a discussion of what it means to be different and how these values and attitudes impact what happens in the classroom. Using children’s literature as a starting point, teacher candidates are encouraged to make connections between read alouds, reader response, critical literacy, and how this ultimately transforms their knowledge, values, and zones of comfort in both the teacher education classroom and the regular classroom.
This article reports on an ongoing action research project regarding stories and dialogue that can be used as experiences of difference and diversity, and their impact on the classroom environment/community and the teacher. Over a period of ten years, the researchers have engaged a total of 2400 teacher candidates, through their language and literacy course, in a discussion of what it means to be different and how these values and attitudes impact what happens in the classroom. Using children’s literature as a starting point, teacher candidates are encouraged to make connections between read alouds, reader response, critical literacy, and how this ultimately transforms their knowledge, values, and zones of comfort in both the teacher education classroom and the regular classroom.
Cite this paper
Parr, M. & Campbell, T. (2012). Using Story as Sites of Dialogue, Disillusionment, and Development of Dispositions to Support Inclusive Education. Creative Education, 3, 341-347. doi: 10.4236/ce.2012.33054.
Parr, M. & Campbell, T. (2012). Using Story as Sites of Dialogue, Disillusionment, and Development of Dispositions to Support Inclusive Education. Creative Education, 3, 341-347. doi: 10.4236/ce.2012.33054.
References
[1] Aliki (1996). Marianthe’s story: Painted words and spoken memories. New York: Harper Collins Children’s. [2] Bouchard, D. (2006). Nokum is my teacher. Toronto, ON: Red Deer Press. [3] Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society, and culture. London: Sage. [4] Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy—A tool for connecting and comprehending. The Reading Teacher, 57, 150-160. [5] Estes, E. (1944). The hundred dresses. Boston, MA: Harcourt Inc. [6] Garmon, M. A. (2004). Changing preservice teachers’ attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education, 55, 201-213. doi:10.1177/0022487104263080 [7] Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge. [8] Gee, J. P. (2012). Social linguistics and literacy: Ideology in discourses. New York: Routledge. [9] Haberman, M., & Post, L. (1998). Teacher for multicultural schools: The power of selection. Theory into Practice, 17, 96-104. doi:10.1080/00405849809543792 [10] Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press. [11] Hollins, E., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith, & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 477-548). Mahwah, NJ: Lawrence Erlbaum. [12] Howard, G. (2007). Dispositions for good teaching. URL (last checked 29 March 2012). http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n002/a009.shtml [13] Lester, H. (2002). Hooway for wodney wat. Boston, MA: Houghton Mifflin Harcourt. [14] Levine-Rasky, C. (2001). Identifying the prospective multi-cultural educator: Three signposts, three portraits. Urban Review, 33, 291-319. doi:10.1023/A:1012244313210 [15] Lionni, L. (1973). Frederick. New York: Random House. [16] Meyer, R. J. (1996). Stories from the heart: Teachers and students researching their literacy lives. Mahwah, NJ: Lawrence Erlbaum. [17] Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-141. doi:10.1080/00405849209543534 [18] Muth, J. J. (2002). The three questions. New York: Scholastic. [19] Ontario Ministry of Education (2009). The equity and inclusive education strategy. Toronto, ON: Queen’s Press for Ontario. [20] Parr, M., & Campbell, T. (2007). Teaching the language arts: Engaging literacy practices. Toronto, ON: John Wiley & Sons, Inc. [21] Paterson, K. (1989). The spying heart: More thoughts on reading and writing books for children. New York: E. P. Dutton. [22] Polacco, P (2010). The junkyard wonders. New York: Philomel Books.Pollock, M., Deckman, S., Mira, M., & Shalaby, C. (2010). “But what can I do?”: Three necessary tensions in teaching teachers about race. Journal of Teacher Education, 61, 211-224. doi:10.1177/0022487109354089 [23] Rosen, M. (2005). Michael Rosen’s sad book. Somerville, MA: Candlewick Press. [24] UNESCO (2009). Policy guidelines on inclusion in education. URL (last checked 16 March 2012). unesdoc.unesco.org/images/0017/001778/177849e.pdf [25] Williams, K. L., & Mohammed, K. (2007). Four feet, two sandals. Grand Rapids, MI: Wm. B. Eerdmans Publishing Co. [26] Wilson, D. E., & Ritchie, J. S. (1994). Resistance, revision, and representation: Narrative in teacher education. English Education, 26, 177- 188. [27] Wood, D. (1992). Old turtle. New York: Scholastic. [28] Yashima, T. (1976). Crow boy. New York: Penguin Group.
[1] Aliki (1996). Marianthe’s story: Painted words and spoken memories. New York: Harper Collins Children’s. [2] Bouchard, D. (2006). Nokum is my teacher. Toronto, ON: Red Deer Press. [3] Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society, and culture. London: Sage. [4] Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy—A tool for connecting and comprehending. The Reading Teacher, 57, 150-160. [5] Estes, E. (1944). The hundred dresses. Boston, MA: Harcourt Inc. [6] Garmon, M. A. (2004). Changing preservice teachers’ attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education, 55, 201-213. doi:10.1177/0022487104263080 [7] Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge. [8] Gee, J. P. (2012). Social linguistics and literacy: Ideology in discourses. New York: Routledge. [9] Haberman, M., & Post, L. (1998). Teacher for multicultural schools: The power of selection. Theory into Practice, 17, 96-104. doi:10.1080/00405849809543792 [10] Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press. [11] Hollins, E., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith, & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 477-548). Mahwah, NJ: Lawrence Erlbaum. [12] Howard, G. (2007). Dispositions for good teaching. URL (last checked 29 March 2012). http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n002/a009.shtml [13] Lester, H. (2002). Hooway for wodney wat. Boston, MA: Houghton Mifflin Harcourt. [14] Levine-Rasky, C. (2001). Identifying the prospective multi-cultural educator: Three signposts, three portraits. Urban Review, 33, 291-319. doi:10.1023/A:1012244313210 [15] Lionni, L. (1973). Frederick. New York: Random House. [16] Meyer, R. J. (1996). Stories from the heart: Teachers and students researching their literacy lives. Mahwah, NJ: Lawrence Erlbaum. [17] Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-141. doi:10.1080/00405849209543534 [18] Muth, J. J. (2002). The three questions. New York: Scholastic. [19] Ontario Ministry of Education (2009). The equity and inclusive education strategy. Toronto, ON: Queen’s Press for Ontario. [20] Parr, M., & Campbell, T. (2007). Teaching the language arts: Engaging literacy practices. Toronto, ON: John Wiley & Sons, Inc. [21] Paterson, K. (1989). The spying heart: More thoughts on reading and writing books for children. New York: E. P. Dutton. [22] Polacco, P (2010). The junkyard wonders. New York: Philomel Books.Pollock, M., Deckman, S., Mira, M., & Shalaby, C. (2010). “But what can I do?”: Three necessary tensions in teaching teachers about race. Journal of Teacher Education, 61, 211-224. doi:10.1177/0022487109354089 [23] Rosen, M. (2005). Michael Rosen’s sad book. Somerville, MA: Candlewick Press. [24] UNESCO (2009). Policy guidelines on inclusion in education. URL (last checked 16 March 2012). unesdoc.unesco.org/images/0017/001778/177849e.pdf [25] Williams, K. L., & Mohammed, K. (2007). Four feet, two sandals. Grand Rapids, MI: Wm. B. Eerdmans Publishing Co. [26] Wilson, D. E., & Ritchie, J. S. (1994). Resistance, revision, and representation: Narrative in teacher education. English Education, 26, 177- 188. [27] Wood, D. (1992). Old turtle. New York: Scholastic. [28] Yashima, T. (1976). Crow boy. New York: Penguin Group.