Abstract
In this article I report on a case study of a teacher and student teaching and learning literacy within a critical literacy framework. The case study is drawn from a larger study I conducted with teachers enrolled in a master's programme designed to prepare literacy specialists. As the course instructor, I asked the students to engage with the theory and pedagogy of accelerative and critical literacy. In this article, I share a case study of how one teacher—Karen—learned to accelerate her second-grade student—Isaiah—as a reader and writer within a critical literacy framework. Karen's case points to the importance of a more nuanced language for talking about the emergence of critical literacy practices, one that recognises the growth and development of individuals as they become critically literate.
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