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Integrative Research Syntheses as Sites of Disruption in Literacy Teacher Education
Journal of Literacy Research ( IF 2.551 ) Pub Date : 2019-03-06 , DOI: 10.1177/1086296x19833780 Judith T. Lysaker 1 , Lara J. Handsfield 2
Journal of Literacy Research ( IF 2.551 ) Pub Date : 2019-03-06 , DOI: 10.1177/1086296x19833780 Judith T. Lysaker 1 , Lara J. Handsfield 2
Affiliation
In this Insight article, we look across the syntheses in this issue to consider how they help readers notice dominant flows and identify sites for disruption within the field of literacy teacher preparation. We first consider the meaning of disruption with respect to the metaphor of flow. We then identify and discuss possible sites of disruption authors of research syntheses create, providing examples from the literature. Finally, we suggest how research syntheses might be framed and crafted for purposes of disrupting the flows of dominant discourses and power structures in the field of literacy teacher preparation.
中文翻译:
作为扫盲教师教育中断点的综合研究综合
在这篇洞察文章中,我们浏览了本期的综合,以考虑它们如何帮助读者注意到主导流并确定识字教师准备领域内的中断点。我们首先考虑与流动的隐喻有关的中断的含义。然后,我们确定并讨论了研究综合作者创建的可能的破坏地点,并提供了文献中的例子。最后,我们建议如何构建和制作研究综合,以破坏扫盲教师培训领域的主导话语和权力结构的流动。
更新日期:2019-03-06
中文翻译:
作为扫盲教师教育中断点的综合研究综合
在这篇洞察文章中,我们浏览了本期的综合,以考虑它们如何帮助读者注意到主导流并确定识字教师准备领域内的中断点。我们首先考虑与流动的隐喻有关的中断的含义。然后,我们确定并讨论了研究综合作者创建的可能的破坏地点,并提供了文献中的例子。最后,我们建议如何构建和制作研究综合,以破坏扫盲教师培训领域的主导话语和权力结构的流动。