Looking for Critical Literacy With Postbaccalaureate Content Area Literacy Students

Abstract

Finding practical applications for critical literacy in preservice teacher education coursework is a challenging pursuit for educators. In this study, the author investigates the possibilities of drawing on critical literacy theories within the context of a content area literacy class designed for secondary level postbaccalaureate students. Through an examination of intersections of critical literacy and content area literacy instruction, this study considers student exchange as an important factor in implementing critical literacy pedagogy. With a series of classroom vignettes, the author examines the extent to which preservice students develop their own sense of critical literacy as they engage in discussions about educational equity while experiencing content area literacy theories and strategies. Data for the study were gathered through qualitative research methods conducted from a teacher‐researcher stance. Data sources include field notes, a reflective journal, collection of student questions, and artifacts of student work. Implications include the importance of fostering preservice teachers' commitment to the roles of agency and advocacy in working with their future students.