“This Project Has Personally Affected Me”: Developing a Critical Stance in Preservice English Teachers
Abstract
This study draws from a number of researchers who push for critical literacy and a critical stance to question power, inequality, and the status quo; to understand scholars’ own participation in power structures; and to reframe and retheorize scholars’ beliefs and understandings. In this article, the author uses the critical stance framework to analyze preservice English language arts teachers multigenre inquiry projects, projects that were meant to engage them in reflection, critical thinking, and action. The qualitative analysis of classroom-based work is guided by the following questions: To what extent do preservice teachers go beyond answering a question of interest to adopting a critical stance, and what does this critical stance look like?
Reference
Journal
Journal of Literacy Research
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
Geographic Setting
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Masters
- Undergraduates (university based program)
Preservice Sample Size
33
Duration of Data Collection
Data Sources
- digital products
- email correspondence
- student reflections
- University coursework assignment (e.g. writing/project done for a grade)
Data Analysis Tools
- Deductive analysis
- Descriptive Analysis
- Document analysis
- Inductive analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
To what extent do preservice teachers go beyond answering a question
of interest to adopting a critical stance, and what does this critical stance look like?
Is this research question explicit from the manuscript? Yes