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Reading and Equity in Teacher Education: An Exploratory Study.

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This study explored how academic reading practices impact equity in higher education. It found that specific textual, contextual, and pedagogical factors can either hinder or promote equitable reading opportunities for students.

Keywords:
academic languagecritical literacieshigher educationsemiotics

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Area of Science:

  • Higher Education Pedagogy
  • Educational Equity
  • Academic Literacy Studies

Background:

  • Reading is fundamental to higher education success, yet pedagogical and research attention remains insufficient.
  • Gaps in understanding the relationship between reading practices and equity threaten fairness in higher education.
  • The precise nature of the reading/equity nexus in higher education requires further investigation.

Purpose of the Study:

  • To investigate the complex interplay between reading pedagogies and equity in higher education.
  • To identify factors within academic reading that create or obstruct equitable opportunities.
  • To inform educators on promoting equity through and within reading practices.

Main Methods:

  • Qualitative inquiry using critical posthumanism and speculative pedagogies.
  • Data generation through a professional learning program with nine teacher educators.
  • Analysis of program materials, discussions, artifacts, and pre/post-interviews using a theory-driven approach (entanglement, diffractive reading, enacted agency).

Main Results:

  • Identification of textual, contextual, pedagogical, and readerly (im)materialities influencing equity in academic reading.
  • Understanding how these identified elements can enable or disable equitable opportunities.
  • Insight into the processes underlying the creation of knowledge related to reading and equity.

Conclusions:

  • Academic reading environments contain elements that significantly impact educational equity.
  • Educators can leverage insights into these elements to foster more equitable reading experiences.
  • Further research and pedagogical attention are crucial for advancing equity in higher education reading.