Examining Critical Literacy - ed

1 Promising Practices Examining Critical Literacy Preparing Preservice Teachers to Use Critical Literacy in the Early Childhood Classroom Katherine Norris, Lisa Lucas, & Catherine Prudhoe Every semester one of the authors the ability to read and teach critically. In that this requires understanding Literacy of this article, Catherine Prudhoe, chal- this article, we share the way we have ap- as a tool for social action. Examining how lenges many of her preservice students' proached introducing our early childhood language is organized to reproduce race, perceptions of a familiar and often favorite preservice teachers to Critical Literacy . class, and gender roles is a function of children's book, The Giving Tree, by Shel Very few of our preservice teachers have socially responsible Literacy . Silverstein (1964). She begins the class experienced Critical Literacy as learners Lewison, Flint, and Van Sluys (2002). by reading the text aloud to the students.

2 In school, so we must engage them both reviewed 30 years of professional literature Most smile, fondly remembering hearing as simultaneous learners and prospective that focused on Critical Literacy and found the book as a child. A few become teary- teachers. several common dimensions. They suggest eyed as the tree selflessly gives to the boy that Critical Literacy can: throughout his life. After reading the text, What is Critical Literacy ? u Disrupt a common situation or un- it is then discussed. The students usually derstanding where students can gain comment on how the book teaches children All forms of communication are so- perspective by understanding the text or to share and to love their friends. They talk cial and political acts that can be used situation in a different way. about their remembrances of hearing the to influence people and can lead to social change (Comber & Simpson, 2001). Ac- u Examine multiple viewpoints where story read to them by a parent or teacher.

3 Cording to Freire (1970), readers are ac- students are encouraged to think about Everyone is feeling happy. texts from the perspectives of different Then, the instructor asks the students tive participants in the reading process. characters or from those not represented to listen to the story again, this time paying Critical Literacy encourages readers to in the text. attention to gender issues. Which gender is question, explore, or challenge the power relationships that exist between authors u Focus on sociopolitical issues where implied for the tree? Who is always giving and readers. It examines issues of power students examine power relationships and who is always taking? What messages between and among individuals. does the story suggest for girls/women and and promotes reflection, transformative for boys/men? As the class reads the book change, and action. u Take action and promote social justice . a second time, there is a definite change invite students to determine a course of Reading from a Critical perspective action to bring about change in an inap- in the atmosphere of the discussion.

4 The involves thinking beyond the text to un- propriate, unequal power relationship students begin to perceive the story in a derstand issues such as why the author between people. different way. After debriefing, one brave wrote about a particular topic, wrote student may say, Well, thanks for ruining from a particular perspective, or chose to It is not necessary that all of these dimen- include some ideas about the topic and sions be included to engage in Critical one of my favorite childhood books! The exclude others. (McLaughlin & DeVoogd, other students will laugh and agree, how- 2004, p. 13). Literacy activities. By Examining texts ever all are now more attuned to looking utilizing any one of these dimensions, we at texts from different perspectives. In addition, Jones (2006) stated that are engaging in Critical Literacy . While it's not our intention to ruin Critical Literacy is like a pair of eyeglasses anyone's favorite childhood story book, that allows one to see beyond the familiar Why Critical Literacy Is Important it is our hope to develop in our students and comfortable: it is an understanding that language practices and texts are The United States is continuing to always informed by ideological beliefs become more diverse.

5 In 2003, enrollment Katherine Norris is an associate professor, and perspectives whether conscious or in public elementary and secondary schools Lisa Lucas is an assistant professor, otherwise. (p. 65) was White, Black, %. and Catherine Prudhoe is a professor, Hispanic, Asian/Pacific Islander, Critical Literacy views text meaning- all with the Department of Early and American Indian/Alaska Native making as a process of social construction and Middle Grades Preparation (National Center for Education Statistics, with a particularly Critical eye toward of the School of Education 2007). Despite this diversity among the elements of the various historical, social, at West Chester University of Pennsylvania, student body, the teaching profession and political contexts involved. Dozier, West Chester, Pennsylvania. remains largely homogeneous. In 2004, Johnston, and Rogers (2006) maintain WINTER 2012. 59. Promising Practices of public school teachers were White preservice teacher construct as they think language, and gender, and sees children's (National Center for Education Statistics, about their identities as teachers.)

6 In this questions as important will be both socially 2004). Thus, teachers must be prepared to push-pull arena, preservice teacher may just and culturally responsive. teach children from cultural backgrounds find it difficult to adopt a Critical Literacy Culturally responsive teaching ac- that are very different from their own. stance in their own work, let alone within knowledges differences among diverse Additionally, it is generally agreed the often prescriptive curriculum required students and the need for those students to that children need to see aspects of them- and offered in today's schools. find connections between themselves and selves in the curriculum. They need to read Dozier, Johnston, and Rogers (2006) the school and/or curriculum (Montgomery, or listen to stories about people like them- emphasize that to teach Critical Literacy , 2001). In culturally responsive classrooms, selves in situations similar to their own.

7 Teachers must first become critically liter- teachers recognize the need to develop Literacy is one way to bring children's lives ate themselves, then must value social instructional strategies which meet the into classrooms. It also can help children justice, and finally must have an under- needs of all students. understand situations that are different standing of the cultural contexts in which Critical Literacy is culturally respon- from their own. they work. Dozier et al. further advocate sive pedagogy. It engages teachers and Through application of Critical Literacy , that part of Critical Literacy requires teach- students in thought-provoking discussions children and teachers can explore and ers to step outside one's self and the social that connect their lives to the texts. It come to understand and appreciate the and linguistic structures in which one is challenges readers to question, to disagree, similarities and differences that they have immersed so that they can view their cur- and to examine power relations that exist and share these with each other (Clarke rent language-saturated reality as one that in stories and in real life (Freire, 1970).)

8 & Whitney, 2009). Everyone involved can is constantly changing and evolving. Critical Literacy also encourages Critical better examine and debate multiple view- Fennimore (2000) maintains that thinking and social action. points. Through Critical Literacy , children successful teacher preparation programs Learning through activism also helps chil- can discuss social issues and plan ways need to be constructed upon a commit- dren to develop a sense of social justice, a that they can have an impact on their ment to activism as well as to excellence sense of fairness and equity that begins communities. in pedagogical practice. Teachers must with personal and community experience understand the significance of the repre- and extends globally and historically. Critical Literacy sentational properties of language. Funda- (Cowhey, 2006, p. 103). and Children's Literature mentally, the sense we make of things is To move children from simply comprehend- constructed through language.

9 Since such ing texts to critically analyzing those texts Quintero (2009) has advocated teach- language is expressed almost automati- so they are moved to take relevant social ing with Critical Literacy by using problem- cally, thus typically outside of our conscious action is truly culturally responsive teach- posing and children's literature. The goal of awareness. Thus, it is important to make ing at its best. this approach is to nourish an integrated teachers aware of their language practices curriculum that supports young children's in ways that do not make them defensive meaningful learning. This method encour- (Dozier, Johnston, & Rogers, 2006). Critical Literacy ages integrated learning that is both de- vs. Reading Comprehension velopmentally and culturally meaningful Critical Literacy Written text tends to fall into one of based on interacting with story, reading and Culturally Responsive Teaching two broad categories: expository text, which literature, and participating in related communicates information, persuades, or learning activities.

10 In order to prepare teacher candidates explains; or narrative text, which tells a The history of this problem-posing to teach all children effectively, teacher story. Understanding how text is organized method dates to the Frankfurt School of education programs must develop teachers helps readers construct meaning (Dickson, Critical Theory during the 1920s, and was who understand and can implement cul- Simmons, & Kameenui, 1988). initially used with adult Literacy students. turally responsive pedagogy (Irvine, 2001). While narrative text tells a story, The method leads students of any age, ex- Bowers and Flinders (1990) suggest that expository text provides an explanation perience, or ability level to use new learn- culturally responsive teachers will create of facts and concepts. Its main purpose is ing of personal experience in a way that effective learning opportunities that reflect to inform, persuade, or explain. Readers encourages Critical reflection and focuses the cultural diversity of their classrooms.