Conceptual, pedagogical, cultural, and political dilemmas of implementing a constructivist workshop approach to teaching literacy
Abstract Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third grade teachers managed the conceptual, pedagogical, cultural and political dilemmas they encountered when they began implementing a constructivist workshop approach to literacy. This study validates the disquiet and discomfort teachers may feel as they utilize new curriculum, illustrates that a workshop approach requires an understanding/articulation of personal and curricular pedagogical and epistemological foundations, and encourages administrators to recognize that teachers need time and space to take risks and reflect on their work.