Supporting literacy through social justice literature

A conceptual argument for reading time in preservice teaching

Authors

  • Dr. Marcea Ingersoll St. Thomas University

DOI:

https://doi.org/10.20360/langandlit29730

Keywords:

additive trio, children's literature, currere, personal practical knowledge, preservice teachers, social justice, teacher education

Abstract

Preservice teachers enter teacher education programs with varying reading habits and conceptions of social justice. This specific problem of practice—made visible by personal practical knowledge (Connelly & Clandinin, 1988), is examined using currere (Pinar, 2020) and Simpson and Cremin’s (2022) concept of the additive trio. This conceptual paper asserts the need to simultaneously support preservice teachers’ reading habits, knowledge of children’s literature, and understandings of social justice by allocating preservice curriculum time toward this purpose. It also reveals the hidden curricular labour required to respond to a problem of practice.

Author Biography

Dr. Marcea Ingersoll, St. Thomas University

Marcea Ingersoll is a Maritimer by birth, a teacher by profession, and a learner at heart. She has a passion for teaching English Language Arts and Literature and has worked with pre-service teachers and students in Canada, Malaysia, Morocco, and Italy. Prior to her tenure-track appointment in 2015, Marcea completed her SSHRC-funded graduate work at Queen’s University and was a SSHRC Postdoctoral Fellow in the Participatory Cultures Lab at McGill University. From 2019 to 2022 she served as the Director of the School of Education and in the Fall of 2022 was a Visiting Professor at the University of Genoa, Italy. Her scholarly work is situated at the crossroads of curriculum theory, narrative, and teacher education for global contexts.

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Published

2024-06-13

How to Cite

Ingersoll, M. (2024). Supporting literacy through social justice literature: A conceptual argument for reading time in preservice teaching. Language and Literacy, 26(2), 38–53. https://doi.org/10.20360/langandlit29730

Issue

Vol. 26 No. 2 (2024): Special Issue: 2022 & 2023 Pre-Conference of LLRC

Section

Articles

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