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ERIC Number: EJ1141489
Record Type: Journal
Publication Date: 2017
Pages: 27
Abstractor: As Provided
ISSN: EISSN-1559-9035
Are We Making "PROGRESS"? A Critical Literacies Framework to Engage Pre-Service Teachers for Social Justice
Matteson, Holly C.; Boyd, Ashley S.
Journal of Language and Literacy Education, v13 n1 p28-54 Spr 2017
In this article, authors describe an original framework aimed to acquaint pre-service English teachers with concepts related to social justice to facilitate their critical literacies related to eight components: positionality, race, orientation, gender, relationships, environment, social class, and stereotypes (PROGRESS). Authors then illustrate this text-based approach through an application of the paradigm to the young adult text "The Absolutely True Diary of a Part-Time Indian" with the hope that this model will be both useful for helping pre-service teachers participate in critical conversations on literature and social issues as well for assisting those candidates in finding starting points for similar work with their future students. Possibilities for implementing the paradigm in classroom practice are offered, which embrace examining intersectionalities and recognizing silences in the myriad texts to which the framework can be adapted.
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A