Document Type
Article
Publication Title
Contemporary Issues in Technology and Teacher Education
ISSN
1528-5804
Volume
21
Issue
3
First Page
583
Last Page
612
Publication Date
1-1-2021
Abstract
This article reports on a case study of an English language arts (ELA) teacher education course that prioritized amplification as a method to decenter whiteness in English teacher preparation. The researchers demonstrate how they engaged in designing a course that aimed to use interactive digital technologies and multimodal texts to amplify racially and ethnically marginalized voices in ELA preservice education. Design principles that facilitated amplification included saturation of the learning environment with mediational resources and tools (Gutiérrez & Vossoughi, 2010) and the notion of “low floor and wide walls” (Resnick & Silverman, 2005). The analysis revealed ways in which the course design supported engagement with culturally sustaining pedagogies and the amplification of authors, literary characters, and preservice teachers from historically marginalized groups. Concrete examples are provided of intentional design decisions and course features that opened up opportunities for preservice teachers to engage in discourse that foregrounded identities related to race, ethnicity, language, and gender/sexual orientation.
Recommended Citation
Higgs, J. M.,
Athanases, S. Z.,
Patterson Williams, A. D.,
Martinez, D. C.,
&
Sanchez, S. L.
(2021).
Amplifying historically marginalized voices through text choice and play with digital tools: Toward decentering whiteness in English teacher education.
Contemporary Issues in Technology and Teacher Education, 21(3), 583–612.
https://scholarlycommons.pacific.edu/ed-facarticles/236
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
