Ep. 3 Place Across Contexts

We want to compare place-based literacy implementation strategies across cultural and geographical contexts because they may differ but also may have similar ideas and practices to ensure the success of their students and community. References: McPheeters-Neal, K. (2015). Falling through the rabbit hole and teaching through the looking glass: Experiences of a new teacher in a rural school. In L. S. Eckert & J. Alsup (Eds.), Literacy teaching and learning in rural communities: Problematizing stereotypes, challenging myths (pp. 48-59). Routledge. Spanke, J. (2015). Crossing the tracks, or the bacon of despair: The story of one teacher’s story...of one teacher’s story...of teaching in a rural school. In L. S. Eckert & J. Alsup (Eds.), Literacy teaching and learning in rural communities: Problematizing stereotypes, challenging myths (pp. 33-47). Routledge. Guests: Samantha Hirsch- Sam is a special educator in a rural/suburban district, and she currently works with Kindergarteners, 3rd & 4th graders. This is her first year in her current district, which she came to after teaching special education one year in a different rural district. Charlotte Miller- Charlotte is a reading specialist working at Sodus Central School. She works mostly with middle grade students (5-8), but has experience working with high school students as well. Her past teaching experiences vary widely, from work on the Mohawk reservation, to placements in the Rochester City School District (including the Monroe County Children’s Detention Center), and landing in her current rural district for the past nine years.