Examining critical literacy: Preparing preservice teachers to use critical literacy in the early childhood classroom
Abstract
The article explores the manner in which early childhood preservice teachers were introduced to critical literacy. It discusses the concept of critical literacy which encourages readers to explore and challenge the power relationships that exist between authors and readers. It examines the relationship between critical literacy and children's literature. The article also discusses the role of preservice teachers in critical literacy and the impact of critical literacy on young children and society.
Reference
Norris, K., Lucas, L., & Prudhoe, C. (2012). Examining critical literacy: Preparing preservice teachers to use critical literacy in the early childhood classroom. Multicultural Education, 19(2), 59-62.
Journal
Multicultural Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Action Research
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
27
Duration of Data Collection
Data Sources
Data Analysis Tools
- Qualitative Content Analysis
Researcher Positionality
- inside (staying their own students)
- not stated
Research Questions
Adapted from open-ended question posed to preservice teachers (p. 61):
Do [preservice teachers] see critical literacy as benefitting students? If so, how?
Is this research question explicit from the manuscript? Combination
Adapted from open-ended question posed to preservice teachers (p. 61):
What challenges do [preservice teachers] see with implementing a critical literacy program?
Is this research question explicit from the manuscript? Unknown