Abstract
Accompanying myriad definitions of critical literacy is an absence of pedagogical models for implementing critical literacy in teacher education contexts. This action research explores critical literacy with pre-service and in-service teachers in teacher education courses offered in the United States. The primary data sources include online weekly discussions on course readings in the TESOL methods courses I taught in Hawaii and Kansas. First, I propose the working definition of critical literacy in the study (Luke, 2012) and then present course participants’ perceived challenges of employing critical literacy in their current and future classrooms. Findings reveal that despite the differences in the two instructional contexts, both groups recognized that the current standards-based, test-driven educational environment would be the major obstacle for enacting critical literacy in their classroom. In addition, the lack of understanding of critical literacy was addressed by both groups of teachers. I also discuss my struggle and dilemma as a critical teacher educator. Finally, this article concludes with suggestions for introducing critical literacy in teacher education contexts.
Highlights
Since action research is largely underpinned by reflexivity, I feel that my reflective field notes can be useful in critically reflecting on why I taught the way I did and examining my pedagogical practices anew
There are three core themes that represent the challenges perceived by teacher participants in employing critical literacy pedagogy: 1) standards-based and test-driven educational environment; 2) resistance from parents and the community; and 3) lack of understanding of critical literacy
I will discuss each challenge in order, followed by my self-reflection as a teacher educator who constantly seeks to practice critical literacy in teacher education contexts
Summary
The action research project that I describe in this article stems from my interest in employing critical literacy in my teacher education courses in the United States. I have investigated the pedagogical application of critical literacy in teacher education contexts. I encountered some degree of student resistance to critical literacy in my TESOL (teaching English to speakers of other languages) methods courses. I spent a great amount of time trying to understand the resistance and skepticism toward critical literacy and to figure out how to handle them productively. This action research stems from my own challenges of implementing critical literacy in TESOL teacher education contexts
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