Enacting Critical Literacy: The Case of a Language Minority Preservice Teacher
Abstract
This narrative study of an Asian female prospective teacher describes a language minority student’s ways of enacting critical literacy in a teacher preparation program in the United States. It discusses how she exerted her agency despite her perceived marginalization as a non‐native English speaker. The findings demonstrate how she resisted the identity imposed as a “slow learner” by an instructor while simultaneously challenging the tenets of critical literacy. Ultimately, the study suggests that personal narratives in teacher education from critical perspectives can be a powerful means through which to better understand the lived experiences of language minority preservice teachers.
Reference
Cho, H. (2014). Enacting critical literacy: The case of a language minority preservice teacher. Curriculum Inquiry, 44(5), 677-699.
Journal
Curriculum Inquiry
Analysis
Is this article part of a larger project or series of studies?
Does this study draw on a large, preexisting data set?
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality