Introductory Critical Literacy Practices for Urban Preservice Teachers

Teacher preparation curriculums must consider the increasing multilingual student representation in our schooling systems. In Latin America, the publication of libros cartoneros reveals agentic movements toward democratizing uses of literacy through self-representation and social representation, disrupting power-laden assumptions about literacy. The process of creating libros cartoneros enabled preservice teachers to engage critical literacy practices in previously unthought ways as they flexibly and freely drew from their deep conceptual, cultural, and linguistic knowledge to create books constructed of recycled cardboard. The process constructed liminal, hybrid positions, and understandings within/for/by preservice teachers about what counts as literacy and holds social value.

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Critical Reading, Critical Literacy, and Critical Classrooms

10.4018/978-1-7998-8725-6.ch001 ◽

2022 ◽

pp. 1-23

Author(s):

Melissa Summer Wells ◽

Jennifer D. Morrison ◽

Julia M. López-Robertson

Keyword(s):

Preservice Teachers ◽

Critical Literacy ◽

Literacy Practices ◽

Literacy Skills ◽

Critical Reading ◽

Read Alouds ◽

Preparation Programs ◽

Educator Preparation ◽

Multicultural Children's Literature ◽

Unique Power

Critical reading and critical literacy are skills that preservice teachers need to cultivate not only in their future students, but also in their own literacy practices. Picturebooks have the unique power to facilitate critical reading and critical literacy with preservice teachers. This chapter analyzes critical reading, critical literacy, and the power of picturebooks and then presents three approaches for using picturebooks to develop critical reading and critical literacy skills with preservice teachers: (1) field-based coursework with multicultural children's literature, (2) analyzing voices and perspectives in read-alouds, and (3) analyzing wordless picturebooks. Through intentional use of picturebooks in educator preparation programs, preservice teachers can gain the expertise necessary to use picturebooks to craft their own critical classrooms.

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Critical Literacy Practices in the EFL Context and the English Language Proficiency: Further Exploration

English Language Teaching ◽

10.5539/elt.v6n11p17 ◽

2013 ◽

Vol 6 (11) ◽

Cited By ~ 10

Author(s):

Mei-yun Ko

Keyword(s):

Critical Literacy ◽

Language Proficiency ◽

English Language ◽

Literacy Practices ◽

English Language Proficiency ◽

Efl Context

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Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education

Brock Education Journal ◽

10.26522/brocked.v22i1.308 ◽

2012 ◽

Vol 22 (1) ◽

Author(s):

Lorayne Robertson ◽

Janette Hughes

Keyword(s):

Preservice Teachers ◽

Social Justice ◽

Language Arts ◽

Critical Literacy ◽

English Language ◽

Research Study ◽

Literacy Skills ◽

Transformative Pedagogy ◽

Individual Interviews ◽

Teaching For Social Justice

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.

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Black Youth Poetry of 2020 and Reimagined Literacies

Journal of Literacy Research ◽

10.1177/1086296x211052264 ◽

2021 ◽

pp. 1086296X2110522

Author(s):

Katie Sciurba

Keyword(s):

Discourse Analysis ◽

Critical Discourse Analysis ◽

Critical Literacy ◽

Literacy Practices ◽

Black Children ◽

Critical Discourse ◽

Racial Justice ◽

Black Arts ◽

Literacy Initiatives ◽

The World

In response to anti-Black policing in 2020 that led to the deaths of George Floyd and Breonna Taylor, Black children and teens turned to poetry as a means to channel their self-described terror, rage, pain, horror, tiredness, and need for change. Reminiscent of the poetry of the Black Arts Movement and works published in The Black Panther newspaper, these poems, many of which call for a “revolution,” are reflective of young people’s critical engagements with the world and the word. With critical literacy as a framework, I engage in critical discourse analysis to determine how the young poets reimagine literacy as they protest anti-Black policing and racism. By focusing on young people’s own grassroots literacy initiatives, which call for the reimagination of blackness and whiteness, and demand truth, justice, and reimagined futures, I demonstrate how educators can reimagine literacy practices to center students’ criticalities and prioritize racial justice.

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Critical Literacy Practices in Third Space

Critical Literacy Pedagogy for Bilingual Preservice Teachers ◽

10.1007/978-981-10-7935-1_5 ◽

2018 ◽

pp. 89-119

Author(s):

Hyesun Cho

Keyword(s):

Critical Literacy ◽

Literacy Practices ◽

Third Space

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Creating Spaces for Critical Literacy for Bilingual Learners

Advances in Early Childhood and K-12 Education - Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners ◽

10.4018/978-1-5225-3955-1.ch002 ◽

2018 ◽

pp. 28-46

Author(s):

So Jung Kim

Keyword(s):

Young Children ◽

Critical Literacy ◽

Literacy Practices ◽

Korean Language ◽

Race And Gender ◽

Video Recordings ◽

Field Notes ◽

And Gender ◽

Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

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Creating Spaces for Critical Literacy for Bilingual Learners

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch065 ◽

2019 ◽

pp. 1303-1321

Author(s):

So Jung Kim

Keyword(s):

Young Children ◽

Critical Literacy ◽

Literacy Practices ◽

Korean Language ◽

Race And Gender ◽

Video Recordings ◽

Field Notes ◽

And Gender ◽

Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

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Toward a Participatory View of Early Literacies in Second Language Contexts

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch018 ◽

2019 ◽

pp. 378-402

Author(s):

Claudia Cañas ◽

Ángela Patricia Ocampo ◽

Ana Karina Rodríguez ◽

Mónica López-Ladino ◽

Raúl Alberto Mora

Keyword(s):

Early Childhood ◽

English Language Learners ◽

Language Learners ◽

Critical Literacy ◽

English Language ◽

Teacher Educators ◽

Literacy Practices ◽

Early Childhood Teachers ◽

Language Context ◽

Pedagogical Framework

This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.

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Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices

Advances in Early Childhood and K-12 Education - Designing Culturally Competent Programming for PK-20 Classrooms ◽

10.4018/978-1-7998-3652-0.ch004 ◽

2021 ◽

pp. 60-78

Author(s):

Shadrack Gabriel Msengi

Keyword(s):

Social Justice ◽

Critical Literacy ◽

Teacher Candidates ◽

Culturally Responsive ◽

Literacy Practices ◽

Linguistically Diverse ◽

Community Of Learners ◽

Children And Parents ◽

Diverse Backgrounds

This case study is an investigation of cultural and linguistic diverse perspectives among parents, children, teachers, and teacher candidates. Survey and interview data were collected and analyzed to determine how these diverse perspectives affect teachers' application of culturally responsive literacy practices to develop a community of learners. Findings suggest that teachers and teacher candidates knew little about their students' diverse backgrounds. Their participation in the study and initial discussions among teachers, teacher candidates, children, and parents had a positive effect on experienced and novice teachers' knowledge of students. This knowledge included the ability to begin planning and managing instruction, as well as determining appropriate assessments and instructional strategies. Findings also suggest ways these teachers could engage students, families, and teachers in social justice practices.

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