Connecting, Resisting, and Challenging Texts: Case Studies of Critical Literacy Development in a Kindergarten Classroom

• In Event: Diverse Approaches to Literacy Intervention in the Primary Grades

Abstract

This study explores the development of critical literacy in young students. Using a case study approach (Stake, 1995), several kindergarten students from U.S. Midwestern suburb are followed over the course of a school year as they discuss, write, and draw about children’s literature focused on social class read aloud in their classroom. It is framed in constructivist theory, and is situated within a critical literacy framework. Findings show that different children follow different pathways as they take on critical literacy. By looking at several different students, we get a better idea of ways teachers can scaffold critical literacy with diverse learners. This study sheds light on strategies teachers can use to engage students in critical literacy and foster discussion.

Authors

• Meredith Labadie, University of Missouri - St. Louis

• Kathryn Pole, The University of Texas - Arlington

• Rebecca L. Rogers, University of Missouri