Collaborative Voices Exploring Culturally and Socially Responsive Literacies

Abstract

This piece shares preservice teachers and instructors reflections on their perceptions of a course on Spanish language arts methods in Puerto Rico. The course was redesigned to focus on interrelated curricular and pedagogical aspects such as literacies as situated social practice, funds of knowledge, popular culture and critical literacy. In redesigning the course the instructor and colleague/co-researcher explored perspectives related to “inquiry as stance” (Cochran-Smith & Lytle, 2009) and engaged with the students on inquiry approaches and practices to examine the collective experience within the course and the polticial nature of the work we do in literacy education.