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ERIC Number: ED371335
Record Type: Non-Journal
Publication Date: 1993-Dec-12
Pages: 20
Abstractor: N/A
Reference Count: N/A
Is Resistance Empowerment? Using Critical Literacy with Teachers.
King, James R.; And Others
A case study examined implementation of a critical literacy perspective (in both course content and course processes) in a Master's level course in the supervision of reading. Subjects were 10 married, white, female teachers. The course engaged in the interrogation of the teachers' literacy beliefs, teaching approaches, and schools' curricula in literacy. Data included fieldnotes, audiotapes, and teachers' writing. One of the major findings was that the teachers systematically resisted the use of critical theories. The teachers declined to use critical literacy approaches in their own classes, they did not attempt to control the course, and they refused to talk about the course. The teachers seemed to understand the concept of the new literacy and were even fluent in their discussions and writings about its premises and merits. A separation between the critical theory of the course and the practice of teachers remained a consistent feature of the course. Teachers explained the boundaries of appropriate and inappropriate behaviors as ways of keeping themselves out of trouble. The instructor of the course learned about defensiveness, about an asexuality that permeates nice teacher culture, and about how they all participate together in masking and muting topics that cause discomfort because they are construed as inappropriate. The researchers realized that their characterization of the subjects as poor critical theorists was problematic--it privileged the university and its priorities over the daily, socially-based understandings of the teachers in their public school work. (Contains 19 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A