Publication Date
4-2025
Abstract
This study examines the importance of literacy preparation in educator preparation programs (EPPs). Specifically, the authors examine the need to merge literacy practices with culturally responsive and sustaining pedagogies to increase reading outcomes for diverse students with disabilities. This article reports on a survey that was distributed to 18 dually prepared teachers of color to explore their collective literacy preparation experiences. The participants were graduates of a Historically Black College and University (HBCU). The findings indicate that regardless of the institution’s location, EPPs, including those at HBCUs, should be intentional about addressing topics related to diversity. For early career educators to accomplish the goal of implementing culturally responsive literacy practices, EPPs must engage in curriculum redesign that intentionally embraces a moral approach to reading. Culturally responsive pedagogy and the moral approach to reading were used to form the theoretical foundation to the authors’ analysis and recommendations.
Recommended Citation
Kea, D. D., Young, F., Banks, J., & Teasdell, A. (2025). Reading Between the Lines: Examining the Literacy Preparation and Classroom Realities of Teachers of Color. Reading Horizons: A Journal of Literacy and Language Arts, 65 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol65/iss1/2
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons
