Critical Multicultural Literacy Education: Intersections of Critical Race Theory, Funds of Knowledge, and Multimodal Literacies

• In Event: Roundtable Session 110
  In Roundtable Session: The Complex Reality of Marginality in K-12 Schools

Abstract

This qualitative case study investigates the ways in which 5 pre-service teachers in their final year of their education degree create spaces for vulnerable disengaged adolescent youth to engage in academic literacies using multi-modal literacies in a critical-service learning component of a Reading Assessment, Diagnosis, and Instruction course. This study is framed from a critical multicultural, socio-constructivist perspective (Rogoff, 1990; Vygotsky, 1986) that utilizes a multiliteracies framework (The New London Group, 2000). Critical discourse analysis of the pre-service teachers’ journal entries, anecdotal lesson plans, authentic literacy assessments, final reflections, and the youth’s self-assessment and final digital media are used for identifying emergent themes. The data is reviewed, categorized, and analyzed for patterns in reflection and depth of response.

Author

• Fatima Pirbhai-Illich, University of Regina