Teaching critical literacy for social justice
Abstract
- This article explores learning experiences utilized in an adolescent literacy course to facilitate preservice teachers' development of knowledge and dispositions to teach critical literacy for social justice. The analysis is conducted through self-study methods and the theoretical construct of third space. Findings indicate that engaging preservice teachers in self-selected inquiry topics about social inequities can enhance their knowledge for and dispositions toward teaching for social justice. The article concludes with implications for teacher educators, which include interrogating one's pedagogical practices in relation to teaching for social justice, maintaining dialogues with preservice teachers about teachers' agency and responsibility to teach for social change, and examining with preservice teachers examples of K-12 educators who teach for social justice.
Reference
Skerrett, A. (2010). Teaching critical literacy for social justice. Action in Teacher Education, 31(4), 54-65. http://dx.doi.org/10.1080/01626620.2010.10463535
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
Other Participant Data
- curriculum documents and planning books
Duration of Data Collection
Data Sources
- Analytical notes
- course materials
- student work
- Teaching Journal
Data Analysis Tools
- Analytic memos
- Thematic analysis
Researcher Positionality
- Inside (studying their own practices)
Research Questions
What kinds of learning experiences foster preservice teachers' knowledge and dispositions to teach critical litcracy for social justice?
Is this research question explicit from the manuscript? Yes