Student Perceptions of Critically Oriented Literacy Classrooms

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Queering Curriculum and Critical Discourses in K–12 Spaces (Table 12)

Abstract

While existing scholarship and theory indicates the potential for critical transformation with young people using texts, how teachers approach this work and how these approaches are perceived by students in everyday classrooms is less clear. This study focuses on a cross-case analysis of two literacy classrooms in which teachers articulated social justice as a vital class objective. Analysis revealed the two teachers had similar beliefs regarding the importance of a critical approach to literacy education, but divergent enactment of these beliefs ultimately led to bifurcated student perceptions of course material and critical possibilities.

Authors

• Hannah Graham, National Louis University
  Presenting Author

• Greg Bartley, Oakland University
  Presenting Author