Preservice Teachers' Images of Knowing (by Heart ) in Mathematics and Science
Kathleen T. Nolan
The book is written as a parody of a physical science textbook on the topic of light, presenting a kaleidoscope of elementary preservice teachers’ narratives of knowing (in) mathematics and science. These narratives are tied together by the metaphorical thread of the properties of light, but also held apart by the tensions and contradictions with/in such a critical epistemological exploration. Through a postmodern lens, the only grand narrative that could be imag(in)ed for this text is one in which the personal lived experience narratives of the participants mingle and interweave to create a sort of kaleidoscope of narratives. With each turn of a kaleidoscope, light’s reflection engenders new patterns and emergent designs. The narratives of this research text highlight patterns of exclusion, gendered messages, binary oppositions, and the particle nature and shadowy texture of knowing (in) mathematics and science. The presentation format of the book emphasizes the reflexive and polyphonic nature of the research design, illustrated through layers of spoken text with/in performative text with/in metaphorical text.
The metaphor of a kaleidoscope is an empowering possibility for a critical narrative written to both engage and provoke the reader into imag(in)ing a critical journey toward possibilities for a different “knowing by heart” in mathematics and science and for appreciating lived experience narratives with/in teacher education.
An Indigenous Perspective
Mishack T. Gumbo
The Need for Critical Media Literacy in Teacher Education
Allison T. Butler
Educating Media Literacy addresses two separate topics – teacher education and media literacy – and illustrates how they are intertwined: The United States struggles simultaneously with how best to train and retain prospective teachers and how to foster a better understanding of mainstream media. These two struggles can join forces and move towards a solution through the following: The inclusion of critical media literacy in teacher education programs.
A Reflection of My First Year Teaching at a Predominantly White Institution
Tuwana T. Wingfield
Matthew T. Witt
Pueblo Community Engagement
Carnell T. Chosa
Pueblo people are increasingly faced with challenges regarding how to maintain or promote the involvement of all community members in our cultural and linguistic life. Pueblo core values are key in addressing these challenges and are common across Pueblo or Indigenous communities, and their significance is magnified when considering small populations and the realization that every community member’s contributions or talents are valuable to the whole. Today, Pueblo communities must reinforce internal strengths and marry them with the expertise earned outside of the community through professional efforts. Based on almost two decades of community development work with Pueblo communities in New Mexico and alluding to more recent research derived from Pueblo youth programming through the Leadership Institute at the Santa Fe Indian School, this chapter proposes a few ways of considering the link between contribution and sustained engagement with community. The idea of community engagement is narrowed to Pueblo relationships and daily cultural practices and expanded to proposals for culturally-based program design