Seminar in Language, Literacy, and Pedagogy
This course challenged me to think critically about issues of colonialism, power, and culture in relation to literacy education, not only in rigorous theory but directly impacting my own pedagogical practices. In addition to laying a foundation of theory by reading Brandt, Cushman, Gee, Kirkland, McCarty, and others, I was able to explore these issues by completing an annotated bibliography on current and recent research in adult literacy learning theory and draft a proposal of a reading program designed to build learning communities within a first-year writing program at a community college.
This course gave me the opportunity to engage with ethnography and critical theory as well as the broad landscape of the study of community literacies, those literacy practices and customs that while not borne of the educational system, can have huge positive benefits to the educations of those who embrace them. Authors read in this course include Freire, Lave and Wenger, Kirkland, Hull, Ruggles Gere, Brice Heath, Royster, and Dimitriadis.
Curriculum Deliberation and Design
In this Teacher Education course, we studied and discussed a broad variety of educational theorists and philosophers, as well as participated in interesting pedagogical experiences and exercises that I hope to implement when appropriate into my teaching. Readings in this course included Dewey, Taylor, Schwab, Hawhee, McWilliam, and Rancière.
Taking this online teacher education course allowed me to interact with a number of educators and students from around the country, as well as to understand the great pressures and challenges we all face as literacy educators. I was able to investigate and demonstrate what I consider to be both quality literacy education and quality leadership among educators.