Change From Within: Critical Literacy as a Tool for Civic Empowerment

• In Event: The Intersection of Student Voice and Educational Leadership: Opportunities and Obstacles

Abstract

Objectives:
This study examined the role of critical literacy development through a youth participatory action research (YPAR) program called the Black Male Youth Academy (BMYA). I evaluated the ways in which critical literacy contributed to advancement of student voice and influenced decision makers within a South Los Angeles urban high school and school district.

Context, Methods, and Data:
By reviewing the use of critical literacy and its relationship to sociopolitical development, I sought to answer the following question: What role does critical literacy play in an attempt to foster civic action among African American male youth? I relied heavily upon a grounded theoretical approach (Corbin and Strauss, 2008) and an ethnographic analysis of discourse and literacy events (Gee, 2013; Heath, 1982; Street, 1984). Data for this study was drawn from the 2010-2012 academic school years where there were 49 African American male youth in grades 9-12 and 2 teachers. I utilized participant observations documented through field notes, video transcriptions, recorded audio interviews, various school field trips, presentations at scholarly conferences, college applications, scholarship essays and student work products.

Theoretical Framework:
This study explored the literacy ideologies and practices that occurred within the BMYA to facilitate civic action amongst study participants. Currently employed literacy practices such as Bloom’s Taxonomy have narrowly constructed definitions of learning which lead to narrowly constructed approaches to learning (Meacham, 2001). Scholars have made strides to centralize literacy and language development in educational discourse (Street, 1984; Barton and Hamilton, 1998). However, Perry (1996) reminds us of the importance and history of literacy development in the African American community as many recognized the need to read, write and speak in order to overcome oppression. Further, Anderson (1989) documented the numerous occurrences where Black and White Americans risked their lives to help slaves learn to read and write. This framework identifies the need to deconstruct codes of power (Delpit, 1988) in our educational practice in order to help develop advance student voice and civic action.

Results:
As students developed their critical literacy skills, the act of becoming intellectuals helped them address real and pressing issues they faced within their community. Various non-dominant narratives were situated as legitimate forms of expression in a diverse set of cultural practices, languages and ideological frameworks (Giroux, 1999). This enriched the learning space and pushed students’ intellectual boundaries in meaningful and authentic ways, as students were encouraged to act as experts of their own knowledge to ensure that their voice was heard and their ideas were centralized in decision-making structures. The use of YPAR helped students shift from solely being exposed to theoretical concepts to facilitating change within their academic community.

Significance
This study demonstrated that critical literacy development in students helped them connect to their lived experience, use their voice and navigate academic, social and political barriers. Incorporating critical literacy in the classroom can encourage teachers to facilitate a space where students can act as public intellectuals and demonstrate skills beyond academic and social contexts.

Author

• D'Artagnan Scorza, University of California - Los Angeles