The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Using Film to Develop Preservice Teachers' Racial Literacy in a Predominantly White Institution
Abstract
Unlike reading a traditional text, where readers rely on their own experiences and interpretations to understand another's point of view, film is an evocative tool that invites individuals to develop powerful connections to diverse stories. In this chapter, the authors, two teacher educators—one Black and one white—intentionally used film as core text to develop preservice teachers' (PSTs) racial literacy in a Master of Arts in Teaching “diversity” course. Running the course as a journey of discovery, the authors used film-based texts to provoke thought, prompt self-reflection, and ignite inquiry into the relationship between power and identity, guiding PSTs through a self-excavation process. By reflecting on their own racial literacy development and placing their distinct perspectives and experiences in conversation with one another, the authors collaboratively ground their pedagogy in five key elements: (1) creating safe spaces, (2) reading film as text, (3) engaging in critical conversations, (4) practicing self-reflection, and (5) presenting inquiry results in authentic ways.
Related Content
|
Max Thiede.
© 2023.
16 pages.
|
|
George Cremona.
© 2023.
27 pages.
|
|
Cathryn Devereaux, Kristen Hawley Turner.
© 2023.
25 pages.
|
|
Zhen Zhang.
© 2023.
20 pages.
|
|
Damiana Gibbons Pyles.
© 2023.
13 pages.
|
|
Dennis Matt Stevenson, Harper Anne Self.
© 2023.
20 pages.
|
|
Tingjia Wang.
© 2023.
20 pages.
|
|
|