Enacting Critical Cosmopolitanism in Suburban Preservice Teacher Education through Crafting a Pedagogical Third-Space of Ethics

Autor/in	Sun, Lina
Titel	Enacting Critical Cosmopolitanism in Suburban Preservice Teacher Education through Crafting a Pedagogical Third-Space of Ethics
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 59 (2023) 1, S.48-73 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Lina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2022.2153683
Schlagwörter	Global Approach; Cultural Pluralism; Suburban Schools; Preservice Teacher Education; Ethics; Critical Literacy; Civil Rights; Racism; Neoliberalism; Social Justice; Foreign Countries; Diversity; Adolescent Literature; Instructional Materials; Films; Student Attitudes; China; United States + Suchen Sie Ihr Suchwort? Globales Denken; Kulturpluralismus; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lehramtsstudiengang; Lehrerausbildung; Ethik; Kritisches Lesen; Bürgerrechte; Grundrechte; Zivilrecht; Rassismus; Neo-liberalism; Neoliberalismus; Soziale Gerechtigkeit; Ausland; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Film; Schülerverhalten; USA
Abstract	This paper explores critical cosmopolitan literacies as a framework to engage teacher preparation program candidates in re-conceptualizing about their work as active thinkers, ethical decision makers, and agentive global actors. The purpose of the study is to elucidate how preservice teachers, in a secondary literacy teacher education program, respond to ethics-oriented education in addressing complex and controversial sociopolitical issues, such as the dialectics of freedom, human rights, and growing racism in the neoliberal globalized context. The third space theory of ethics is used to interpret participant student teachers' intellectual epistemology based on their engagement with literary and nonliterary works, as well as multicultural media products. Data consist of observations, discussions, focus-group interviews, reflective journals, and course evaluations. This study contributes to our understanding of how critical cosmopolitan literacies is situated in the intercultural dialogue pertaining to ethical and equitable decision-making as a promising professional enterprise in the preparation of literacy educators as global advocates for equity and social justice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01