Implementing Critical Literacy: Transitions From Teacher Education to the Classroom

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Transitioning to the Profession Through Critical and Transformative Acts (Table 34)

Abstract

This proposal describes a qualitative inquiry into how pre-service and early-career teachers from an explicitly social justice-oriented teacher education program implement critical literacy practices within K-12 classrooms. We use Lewison et al’s (2015) critical literacy model to identify the teachers’ related practices and their internalized critical stances, and we explore impactful factors they identify as supports or barriers related to this area of their teaching practice. We find teachers frequently calling upon learnings from their teacher education program to navigate barriers embedded in the deep structures of schooling, and we highlight the wealth of real-world strategies they employ to prepare students to critically question their world and use language as a tool for social transformation.

Authors

• Kris Bell, Claremont Graduate University

• Kim Megyesi-Brem, Claremont Graduate University

• Rachael Horn Langford, San Diego State University