An Inquiry-Based Approach to Critical Literacy: Pedagogical Practices in Elementary Classrooms

• In Event: 56.081 - Roundtable Session 24
  In Roundtable Session: 56.081-16 - Daring to Disagree: Dialogic, Critical, and Social Justice Approaches

Abstract

This case study explores the pedagogy and practices of an elementary school teacher who combines inquiry pedagogy and critical literacy. Data was gathered for this analysis by conducting two interviews with the classroom teacher and observing classroom practice12 times over a 6 month period. Through a general inductive approach to analysis, trends emerged that showed the classroom teacher used practices that combined traditional inquiry pedagogy for critical literacy development. This research provides insight into how this elementary teacher negotiated and connected inquiry to critical literacy. Furthermore, the findings can inform scholars and teacher educators as they prepare future generations of elementary teachers with successful teaching strategies.

Author

• Yiola Cleovoulou, University of Toronto