Urban teachers’ online dissent produces cultural resources of relevance to teacher education

dc.contributor.authorStewart, Trevor Thomasen
dc.contributor.authorBoggs, George L.en
dc.date.accessioned2019-01-15T14:59:09Zen
dc.date.available2019-01-15T14:59:09Zen
dc.date.issued2018-07en
dc.date.updated2019-01-15T14:59:08Zen
dc.description.abstractThis paper explores urban teachers’ published responses to education reform. These compositions published online are examined as sources of cultural knowledge that are relevant to teacher education. Using sociolinguistic theory and method, the compositions’ arguments and rhetorical moves are analyzed to interpret the use of digital compositions to respond to education reform initiatives in the United States. The patterned speech contained in these compositions demonstrates forms of agency important to the pursuit of professional autonomy. This finding has implications for teacher education and raises questions about whether and how cultural resources being developed by urban (and other) teachers through online composition may be ethically appropriated to benefit pre-service and in-service teachers.en
dc.description.versionPublished versionen
dc.identifier.orcidStewart, Trevor [0000-0002-3116-2454]en
dc.identifier.urihttp://hdl.handle.net/10919/86711en
dc.language.isoenen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.titleUrban teachers’ online dissent produces cultural resources of relevance to teacher educationen
dc.title.serialThe Urban Reviewen
dc.typeArticle - Refereeden
dc.type.otherArticleen
dcterms.dateAccepted2018-07-03en
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/School of Educationen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen

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