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Professional standards, systemic policies, frameworks and scholarly perspectives position pre-service teachers to deliver cultural education in sometimes conflicting ways. The paper examines curriculum orientations to culture, and how these interact with potentially incongruent policies, practices and worldviews. Practitioner research uses cultural identity theories and pre-service teacher experiences, analyzed through discursive analysis of policy and survey data.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/navigating-discourses-of-cultural-literacy-in-teacher-education-issue-9/593683/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/navigating-discourses-of-cultural-literacy-in-teacher-education-issue-9/593683.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the paper on cultural literacy in teacher education?","Question",{"text":112,"@type":113},"The paper focuses on tensions that arise when navigating cultural constructs with pre-service teachers, and how these orientations relate to sometimes conflicting policies, practices and worldviews.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the practitioner research inform the study?",{"text":117,"@type":113},"The practitioner research draws on cultural identity theories, policies, and pre-service teacher experiences from an undergraduate education subject titled Education for Cultural Diversity.",{"name":119,"@type":110,"acceptedAnswer":120},"Which research method is used to explore the tensions?",{"text":121,"@type":113},"The paper uses discursive analysis of policy documents and pre-service teacher survey data to examine points of tension.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593683,1792144436,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 11 | Article 9 |\n| --- | --- |\n\n2015  \nNavigating Discourses of Cultural Literacy in Teacher Education  \nKelsey Halbert  \nJames Cook University, [kelsey.halbert@jcu.edu.au](kelsey.halbert@jcu.edu.au)  \nPhilemon Chigeza  \nJames Cook University, [philemon.chigeza@jcu.edu.au](philemon.chigeza@jcu.edu.au)  \nRecommended Citation  \nHalbert, K., & Chigeza, P. (2015). Navigating Discourses of Cultural Literacy in Teacher Education. Australian Journal of Teacher Education, 40 (11).  \n[http://dx.doi.org/10.14221/ajte.2015v40n11.9](http://dx.doi.org/10.14221/ajte.2015v40n11.9)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss11/9](http://ro.ecu.edu.au/ajte/vol40/iss11/9)  \nNavigating Discourses of Cultural Literacy in Teacher Education  \nKelsey Halbert  \nPhilemon Chigeza  \nJames Cook University  \nAbstract: Pre-service teachers’ understandings, skills and  \ndispositions as global, culturally literate citizens and agents of  \nchange have arguably never been more important. Professional  \nstandards, systemic policies and frameworks and a broad range of  \nscholarly perspectives on culture position pre-service teachers to take  \nup cultural education in sometimes conflicting ways. It is these  \norientations to culture within a teacher education program and how  \nthey sit alongside potentially incongruent policies,practices and  \nworldviews that are the focus of this paper. The practitioner research draws on cultural identity theories, policies and pre-service teacher  \nexperiences in the teaching and learning of an undergraduate  \neducation subject entitled Education for Cultural Diversity at a  \nregional Australian university. Through discursive analysis of policy  \nand pre-service teacher surveys this paper explores tensions that  \narise in navigating cultural constructs with pre-service teachers.  \nIntroduction  \nMuch of the research on cultural education addresses gaps and deficits in pre-service teachers’ experiences, attitudes, and perceptions. Assuming a universal deficit in ‘cultural experiences’ for a diverse cohort of pre-service teachers is problematic, however there is an imperative for fostering particular social justice values and cultural relativity. Although recent research studies report a shift towards more positive attitudes about teaching culturally diverse students, persistent concerns plague pre-service teachers’ understanding of cultural diversity (Castro, 2010; Delano-Oriaran, 2012; Russell & Russell, 2014) . This paper drawson a recent research project that evaluated systemic policies, frameworks and pre-service teacher perceptions on the curriculum redesign of a subject entitled Education for Cultural Diversity. This project provided an opportunity to critically reflect on frames informing the subject, the curriculum intent and the pre-service teacher experience. Our curriculum intent is for pre-service teachers to develop an “awareness that one’s worldview is not universal but is profoundly shaped by one’s life experiences, as mediated by a variety of factors, chief among them race/ethnicity, social class, and gender”(Villegas & Lucas, 2002, p. 27) . Awareness of personal and professional worldview will assist future teachers in becoming culturally literate in their classrooms and school communities.  \nWhat emerged as one aspect of the research is that the tentative and relative nature of being culturally literate can create tensions in terms of the need to define knowledge, skills and dispositions. We explore these tensions in the perceptions of pre-service teachers as they are framed by the policies and wider public discourse on culture. This paper contributes to the field by exploring the tensions of what constitutes pre-service teachers’ understandings of culturally literate citizens as agents of change as framed by systemic policies, frameworks, Professional Standards for Teachers and scholarly perspectives.","cbCaipjtTHQlmpmn","https://ap.wps.com/l/cbCaipjtTHQlmpmn","pdf",426491,15,"English","# Introduction\n## Framing cultural literacy as part of our curriculum intent","[{\"question\":\"What is the focus of the paper on cultural literacy in teacher education?\",\"answer\":\"The paper focuses on tensions that arise when navigating cultural constructs with pre-service teachers, and how these orientations relate to sometimes conflicting policies, practices and worldviews.\"},{\"question\":\"How does the practitioner research inform the study?\",\"answer\":\"The practitioner research draws on cultural identity theories, policies, and pre-service teacher experiences from an undergraduate education subject titled Education for Cultural Diversity.\"},{\"question\":\"Which research method is used to explore the tensions?\",\"answer\":\"The paper uses discursive analysis of policy documents and pre-service teacher survey data to examine points of tension.\"}]","Navigating Discourses of Cultural Literacy in Teacher Education - Issue 9 | PDF",1792077710,38]