Critical Literacy/Critical Teaching: Tools for Preparing Responsive Teachers (Language and Literacy Series)
Rebecca Rogers, Cheryl Dozier, Peter Johnston
Format: PDF / Kindle (mobi) / ePub
This book describes and documents an exciting new approach to educating literacy teachers. The authors show how to help teachers develop their own critical literacy, while also preparing them to accelerate the literacy learning of struggling readers. The text takes readers inside a literacy lab in a high-poverty urban elementary school, reveals the instructional approach in action, and provides many excellent examples of critically responsive teaching. Featuring a synthesis of several fields of theory and research, this book:
* Illustrates teacher preparation and development as personal and social transformation—demonstrating that this process requires changing the ways teachers think about students, language, culture, literacy, learning, and themselves as educators.
* Provides pedagogical tools—including the history of the innovative literacy lab, the context of the instructional interactions, and the transition from a university-based to a school-based project.
* Combines critical and accelerative literacy instruction—showing how teachers can accelerate the slowest developing readers in their classrooms and also build a sense of engagement for students with the social world.
It also serves to broaden the teachers’ notions of what counts as texts and literacy. 38 TEACHING TOOLS AND PROCESSES Family Stories In A Path to Follow, Edwards and her colleagues (1999) document oral storytelling as a productive mode for communicating with parents, especially parents who may have limited skills with print. Consequently, family stories provide another means of connecting to lived literacies. One teacher invited family stories in the journal writing. Another teacher and her
the elementary school on Wednesday. The book had pictures that corresponded to the text: one or two lines of print per page, and sight words that I thought Tekwan might read. It ended with a ☺ that said “I will see you soon.” Tekwan immediately identified me when I went to pick him up from his classroom because of the photo I sent. When he read the book to me in our first meeting, he came across the first photo and shrieked with excitement, “Oh, my, that’s where I live! That’s my house! Hey
journals, often questioning the readings. Of course, some of the readings are selected to encourage questioning. For example, they read much Reading Recovery–related material, in which teachers are required to be highly trained. However, they also read Juel’s (1996) study using college athletes to tutor children. These views of intervention offer conflicting views of how much education is needed for teachers of students experiencing difficulty becoming literate. It forces them to consider the
to focus attention on the disjunctures to produce theorizing and conceptual change—to keep teachers in their intellectual development zones. As the above examples suggest, teachers are in their zones with respect to matters of race and privilege as much as with matters of teaching and learning. While the above examples highlighted conflicts experienced while responding to course readings, we also see in the following journal responses examples of leadership and transfer beyond the lab. In the
carefully as usual, learned that his grandfather had just died. Her response was, “I have my plans. What do I do?” Cheryl suggested that she follow Billy’s lead, and find out how he wanted to proceed. Sarah did, offering him some possibilities, and he elected to write about his grandfather. The entire teaching session was taken up by his writing a poem, which was later sent to his family and read at the funeral. This was the most extensive writing Billy had done, and he cried as he read the