Teaching Politics Through Critical Practice: Teacher Educators' Voices

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Abstract

Current interest in literacy teacher preparation suggests the need to address policy and politics as a part of professional learning. The purpose of this paper is to present three case studies as a collective voice that engage pre- and in-service literacy teachers in studies of policy and politics. The data were collected over an academic semester in literacy education classes in New York and Texas. The findings were three fold: critical practice was approached as a stance through the continuous (de)constructing process rather than a set of skills; although teachers could articulate a new awareness, there was a missing element of how to link critical practice to social action; and the need to continue challenging teachers’ views of critical literacy.  

Authors

• Anne Marie Simpson, Texas Woman's University

• Bogum Yoon, Binghamton University - SUNY

• Claudia Haag, Texas Woman's University