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“I just cannot write” or “I am not a good writer” are familiar complaints from students in academia. Many of them claim they cannot express themselves clearly in written text, and their lack of this skill impedes them in their academic career. In this book, Nancy A. Wasser argues that teachers can help solve this when they start viewing writing not as secondary to reading, but as the equally important side of the same coin. Those who cannot read, will not be able to write.

Wasser explains how teaching and regular practicing of writing skills from an early age onwards helps children grow into students who are self-aware of their voices. By employing narrative as a process of learning to write and a way to read, teachers can teach children the art of writing, while also making children more aware of their own constructions of narrative. Combining the focus on individual and group expression in writing lessons, students can trace and reflect on their own life transformations through their writing process.

Good writers are not born that way, but made through effort and practice. Changes in curriculum may not only lead to better-expressed citizens, but also to more balance between teacher and children voices.
Author:

Abstract

describes a specific study using narrative as pedagogy by preservice teachers in their K-8 classrooms. Documentation methods are included along with interviews with individual student teachers highlighting their reflections on reading materials and films and videos they viewed from the perspective of bias in the media as it pertains to children. Through film they also examined historical influences of U.S. education on Native American students from a critical cultural perspective. Critical Discourse Analysis (CDA) is the methodology used for analysis of the study. CDA tools target specific areas of analysis and are explicitly described in terms of their validity for examining U.S. education from sociocultural and identity building perspectives. Teacher Action Research (TAR) is introduced as a critical lens the author uses for self-analysis of her teaching praxis.

In: Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers
In: Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers
In: Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers
Author:

Abstract

treats the subject of Teacher Action Research (TAR) and why it worked particularly well in the research aspect of this project as well as presenting a bona fide research method for K-12 teachers in general. TAR allows for classroom teacher collaboration with university faculty, school district administrations, the students/children themselves, and other vested stakeholders, e.g., parents. It is ongoing research in a classroom setting that encourages teacher reflection and is immediately applicable to the problem/condition under research. The TAR paradigm rests on a foundational goal of transformational teaching and learning practices. Social justice is not only implied but is intrinsic to this model due to its principles of teacher agency and student input as well as its openness to collaboration with all education stakeholders. The author sought a research model that included the notions of research, theory, and practice as symbiotic. Unlike positivistic research models, this model allowed for the fluidity of day-to-day practice of teachers and learners in, particularly, the K-8 classroom.

In: Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers
Author:

Abstract

As the title implies, discusses some of the ways in which preservice teachers incorporated skill-based literacy instruction and narrative genre into a pedagogy based on personal and sociocultural group stories. Additionally, the chapter concludes with a short summary of these students’ growth, as well as the author’s growth, through the narrative process. students of color and low-income students who are often the main recipients of a skill and drill standardized curriculum.

In: Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers
Author:

Abstract

is a review of some of the research literature espousing the idea of using personal and cultural group funds of knowledge and narrative writing as legitimate academic pedagogy. The evolution of narrative writing from process writing is explored through the literature as well.

In: Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers
In: Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers
In: Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers
Author:

Abstract

begins with an historical perspective on writing and discusses certain writers/educators that have challenged the Eurocentric position literacy takes to supplant that posture with alternative ways to engage with literacy, especially writing. Notably, the chapter presents writing theories and pedagogies from notables in the field such as Paolo Freire and his ideas on writing for generative themes that inspire critical thinking. A section is included that develops the idea of writing as a primary rather than a secondary literacy discourse and how a pedagogy based on narrative writing may serve to restructure this discourse. This perspective is cast, particularly, in the light of helping second language English learners. The relation of speech to writing is discussed especially its relation to gesture-based language of children as well as the social contexts of language development. It develops the use of narrative writing from childhood through to adulthood. Thus, according to the author, “[N]arrative functions as a sociopolitical metanarrative.”

In: Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers