Newcomers, Novices, Censors, and Seasoned Advocates: Learning Critical Literacy From Teachers Navigating Risky Texts

• In Event: Moscone Center North Roundtable Session 16
  In Roundtable Session: Teacher Education in a Politically Explosive Era

Abstract

From newcomers and novices, to cautious censors, and seasoned advocates, pre- and in-service teachers who use critical literacy pedagogy as a social justice advocacy tool walk a precarious line between courageously engaging in difficult conversations about risky texts, navigating obstacles, and getting burned by important collaborative stakeholders’ resistance. Obstacles to critical literacy conversations include worry about parent pushback, apprehension about addressing “untouchable” topics, and confusion about how to discuss issues like gay marriage with little personal experience. Likewise, in-service teachers’ caution stories encouraging censorship take various forms (e.g. an angry parent/ principal), and resonate as (un)warranted warnings to other teachers. This paper presents four narratives from pre- and in-service teacher newcomers, novices, cautious censors, and seasoned advocates of critical literacy.

Authors

• Helen Bentley, Purdue University

• Christy Wessel Powell