Collaborative Methods and Participatory Structures in Teacher Education
Christina Siry and Nicole Lowell
In this chapter we focus on a science methods course for pre-service teachers that has been structured to provide a field-based approach to learning how to teach science at the elementary level. Utilizing coteaching and cogenerative dialogue (cogen) (Tobin and Roth 2006), this course is built around collaboration and shared classroom experiences, in order to create opportunities for pre-service teachers to engage in teaching science together in the authentic settings of elementary classrooms. We, the authors of this chapter, are the course instructor and a pre-service teacher participant in the course. Through a multi-voiced approach to writing, we explore cogen within teacher education as a pedagogical space to facilitate collective responsibility for elementary science teaching, and to support participants as they work towards becoming teachers of science.
Christina Siry, Carolyne Ali-Khan and Dylan Siry
This chapter explores political involvement of youth through the perspectives of the third author, Dylan. We reflexively consider Dylan’s involvement in politics to extend his perspectives on political participation and analyze the ways in which politics impact children, and in turn, how children impact politics. Pushing back on the popular notion that children are not able to be ‘political’ because they are too young, we weave Dylan’s voice throughout a discussion of the role of young people in politics grounded in critical theoretical perspectives. We position childhood as a contested and constructed space, and we examine the historical construction of childhood to search for evidence of the child who is unable (and not enabled) to be involved in an ‘adult’ world. In refuting this, we turn to one young man’s experiences to elaborate that many youth have a predisposition to critical political thought, and Dylan’s perspectives become a lens to underscore the possibilities for encouraging youth to politics.