Teachers' Perspectives on Critical Literacy in the Classroom

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Critical Issues in Literacy Research Roundtable 2

Abstract

This qualitative study uses grounded theory methodology to explore 16 U.S. K-12 teachers', teacher educators', and researchers’ perspectives on critical literacy. Specifically, the researcher investigated how educators define critical literacy and how they are implementing critical literacy in their classrooms. Results indicate that teachers define critical literacy in terms of classroom instructional practices, while teacher educators and researchers describe critical literacy as an attitude or disposition. Findings also show that English teachers use text analysis approaches to teach critical literacy while social studies teachers use dialogic teaching. Future research should work to further define the construct of critical literacy as teacher practice within different educational levels and content areas.

Author

• Casey Medlock Paul, North Carolina State University