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ERIC Number: EJ1115573
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1554-480X
Learning to Teach, Learning to Act: Becoming a Critical Literacy Teacher
Rogers, Rebecca; Mosley Wetzel, Melissa; O'Daniels, Katherine
Pedagogies: An International Journal, v11 n4 p292-310 2016
Critical literacy requires an exploration of privilege and social justice. This includes an exploration of power and action in one's "inner" and "outer" lives. This qualitative case study illustrates the ways in which Jonah, a preservice teacher, navigates social practices and actions in his roles as a student, activist, and literacy teacher. Through critical discourse analysis, we conceptualize social action in relation to critical literacy teaching, using a framework of discourses "of," discourses "as," and discourses "in" action to construct a nuanced understanding of social action in relation to critical literacy. Given the demands of a standardized curriculum on teachers' autonomy, this is an important illustration of how social action can be enacted and embodied through the act of teaching.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A