Learning to teach,learning to act: becoming a critical literacy teacher |
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| Authors: | Rebecca Rogers Melissa Mosley Wetzel Katherine O’Daniels |
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| Institution: | 1. College of Education, University of Missouri-St. Louis, Saint Louis, MO, USA;2. Department of Curriculum and Instruction, University of Texas-Austin, Austin, TX, USA |
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| Abstract: | 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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| Keywords: | Critical literacy preservice teacher teacher education discourse analysis |
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