Studying critical literacies includes examining how research practices influencewhat is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member, features 2 girls exploring issues of hairstyle, race, and cultural identity. Data were analyzed using 3 lenses-grounded theory, existing typologies for content analysis, and critical discourse analysis. Findings highlight how the students drew on and used diverse textual resources, sources of knowledge, and critical practices, as well as how participants situated themselves within larger social discourse. These findings were then collectively analyzed to further understand the nuances of using each analytic tool and the implications for this classroom and critical literacy research at large. Our research design, experiences, and findings invite further exploration of the promises, challenges, and complexities of studying classroom practices from critical perspectives.For the past 5 years we have collaboratively worked with members of a Critical Literacy in Action inquiry group. Twelve core K-6 elementary teacher members JOURNAL OF LITERACY RESEARCH, 38(2), 197-233 Copyright © 2006, Lawrence Erlbaum Associates, Inc.Correspondence should be addressed to Katie Van Sluys, Department of Teacher Education, DePaul University, 2320 North Kenmore Avenue, SAC 378, Chicago, IL 60614. E-mail: kvansluy@ depaul.edu have regularly participated in monthly study groups and Saturday workshops focused on issues of critical pedagogy and classroom-based research. Initially, we investigated these teachers' understandings of critical literacy, the efficacy of a professional development workshop model we were pursuing, and the classroom practices that accompanied teachers' journeys (Lewison, Flint, & Van Sluys, 2002). As the teachers and students in their classrooms explored ways to look below the surface and challenge dominant ways of seeing the world within literacy work, we created a four dimensions framework to clarify our understandings of critical literacy. The dimensions are (a) disrupting the commonplace, (b) interrogating multiple viewpoints, (c) focusing on sociopolitical issues, and (d) taking action and promoting social justice (Lewison et al., 2002).This framework not only helped us better understand critical literacy but also became a useful tool that encouraged teachers to try new critical practices in their classrooms. At some point during our work with teachers and the four dimensions framework, we had an "a-ha!" moment when we realized that the dimensions could be applied not only to teaching practices, but also to research practices. We started to question if our research efforts disrupted commonplace understandings, invited multiple viewpoints, studied practices in light of larger sociopolitical contexts, and contributed to some type of change or action. Our work shifted t...
