Amy Johnson Lachuk – författare

Literacy as Moral Obligation among African Americans in the Rural Southeast providesdetailed descriptions of contemporary African American experiences with literacy and education in the rural South. In doing so, this book extends current understandings of sociocultural perspectives on literacy by illustrating how literacy practice is morally valenced, embodied, and narrative in quality. Johnson Lachuk argues that meaningful and ethical literacy instruction engages with perspectives that are embedded within a social and cultural community—that is, since literacy is linked to greater social mobility through institutional access for many persons, it is educators’ ethical responsibility to ensure that learners have the literacy knowledge required to do so. Recommended for scholars of literacy, education, and sociology.

Collaboration, Narrative, and Inquiry that Honor the Complexity of Teacher Education presents a narrative exploration of three teacher educators' collaborative and transnational inquiry into their practices. Through carefully selected narratives, the authors describe how they enacted a practice-based approach in their teacher education courses. The authors present challenges and complexities they encountered as teacher educators in trying to prepare preservice teacher candidates for the realities of the classroom.

Collaboration, Narrative, and Inquiry that Honor the Complexity of Teacher Education presents a narrative exploration of three teacher educators' collaborative and transnational inquiry into their practices. Through carefully selected narratives, the authors describe how they enacted a practice-based approach in their teacher education courses. The authors present challenges and complexities they encountered as teacher educators in trying to prepare preservice teacher candidates for the realities of the classroom.

Collaboration, Narrative, and Inquiry that Honor the Complexity of Teacher Education presents a narrative exploration of three teacher educators' collaborative and transnational inquiry into their practices. Through carefully selected narratives, the authors describe how they enacted a practice-based approach in their teacher education courses. The authors present challenges and complexities they encountered as teacher educators in trying to prepare preservice teacher candidates for the realities of the classroom.