The challenge of more light, the complexity of culture: lessons learned in exploring the cultural positioning of literacy teachers

Abstract

This conceptual article, based on data collected and analyzed within a larger study, considers perspectives on cultural diversity and research in the context of the current politicized educational environment within the United States. Drawing from previous research conducted in a graduate course exploring language, literacy and culture, the author articulates three practices that teacher educators and researchers can attend to in order to maintain complex explorations of culture with preservice and inservice teachers. These practices are (1) fostering a discursive view of culture, (2) attending to localized knowledge and (3) acknowledging and developing empathic stances. While examples are drawn from a US context, educational and multicultural concerns addressed are global in implication.

Keywords:

• culture
• discourse
• local knowledge
• empathy
• literacy
• teacher education

Acknowledgements

I would like to thank the women of the Stonehouse Writers’ Group for their input on this article and the teachers who have shared their stories and their lives that make this research possible.