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Urban Teachers’ Online Dissent Produces Cultural Resources of Relevance to Teacher Education

The Urban Review, Online First: July 2018

Trevor Thomas Stewart, Virginia Tech (ttstew@vt.edu)

 

George L. Boggs, Florida State University (

 

The voices of classroom teachers are a crucial source of knowledge about teaching and the realities of supporting students in contemporary classrooms. Our work explores urban teachers’ published responses to education reform and considers how they might inform teacher education. In this article, teachers’ compositions published online are examined as cultural actions that can and should inform education reform debates and the work of teacher educators. Using sociolinguistic theory and method, arguments and rhetorical moves contained teachers’ online compositions are examined to explore how urban teachers are using digital platforms to respond to education reform initiatives in the United States. Our findings suggest that urban teachers’ patterned speech demonstrates important forms of agency tied to communication practices. This finding has implications for teacher education, and we raise 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. 

 

 The article appears in  version in The Urban Review .

Readers may obtain a copy of the article by emailing .

 

Stewart, T. T., & Boggs, G. L., (2018, Online First). Urban Teachers’ online dissent produce

cultural resources of relevance to teacher education. The Urban Review. https://doi.org/10.1007/s11256-018-0468-7