Using multiple modalities to raise awareness of enacting ‘critical’ pedagogies in teacher education
This presentation of practice comes out of a concern for readying primary pre-service teachers in ways that balance the tensions in their future teaching, i.e. teach multimodal literacies, carry out standardised testing and enact socially just pedagogic practices. In this presentation of practice, I describe how I use digital and material artefacts in teacher education topics to encourage student teachers to think, talk and write about a variety of texts as socially and historically situated in their future students’ lives. Artefacts carry an echo of the people, place and time that goes before the current dialogue. Artefacts offer the conversation a causal (historic/political) and sensory relationship with places and spaces (Pahl and Rowsell 2011). I introduce artefacts into the teacher education workshops and lectures - digitally and materially - to raise awareness of socially just practices for future teachers of literacy in a digital age.