Critical literacies on the university campus

Abstract

Purpose The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in a young adult novel and to examine how social action projects develop teacher candidates’ critical literacies. Design/methodology/approach This qualitative exploratory multiple case study (Stake, 2005) investigated 70 pre-service teachers on two college campuses over two semesters as they engaged in social action projects. The researchers engaged in layers of open and thematic coding through the theoretical lens of critical literacies. Findings Preservice teachers engaged in a range of direct and indirect action and, as a result, experienced varying levels of self-efficacy and impact. While most felt their endeavors were successful, those who conducted awareness campaigns noted an inability to measure the effects they had on their communities. Their development of critical literacies through social action was evidenced in the partnerships across campus they established as well as their levels of engagement with peers and local officials. Originality/value While the results of conducting social action with youth in secondary classrooms are well established in the literature, lesser well known are ways to engage preservice teachers in such endeavors. This study illustrates not only how teacher candidates can engage in social action as aligned with young adult literature but also offers insights gained from those processes.

Phenomenology of Critical Literacy for Preservice Teachers in the 21st Century Era

“…The social problems presented can also arouse students' interest in criticizing a phenomenon. A previous study found that social practices and actions were presented through discourse analysis (Boyd & Darragh, 2020). This study also did the same thing.…”

“…There have been many types of research on critical literacy possessed by prospective teacher students. These studies found necessary literacy skills are essential for future teacher students (Boyd & Darragh, 2020;Hendrix-Soto & Mosley Wetzel, 2019). However, critical literacy studies owned by prospective elementary school teachers in Indonesia are rare.…”

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices

“…To reach the grand aim of enhancing equity in the educational arena, the role teachers play in the actual classroom has been recognized and highlighted. 10–12 As a moral and political undertaking, equity can be effectively achieved through teachers’ equitable classroom teaching 13 since teachers play a crucial role in students’ lives and even can be a deciding factor for students’ success. Equitable teaching should adhere to the principles of fairness and inclusion, and this can be achieved by implementing strategies at three levels: instructional, cognitive, and affective.…”

“… 22 , 23 As supported by empirical data from multiple studies, 24 , 25 teachers’ equity-oriented pedagogical practices do largely influence students’ learning behavior and psychological engagement, facilitating learners to be intellectually, socially, and psychologically engaged. 26 However, though EFL teachers should shoulder the responsibilities as equity agents, 10 , 27 , 28 inequities are still evident in EFL teachers’ classroom teaching, 29 which mainly reflect in teachers’ dominance in the discourse power over the classroom 30 , 31 and their weak awareness to cater to students’ learning needs. 32 , 33 …”

“…Conceivably, there is an interrelationship between teachers’ cognition and practices regarding equity. However, it has been conclusively assumed that though teachers in this transformative age generally hold a strong belief that they should act as equity agents 10 , 28 , 35 and have enhanced their equity consciousness and equity literacy, 36 EFL teachers still fail to practice equity well in their actual teaching. 37 , 38 Empirical findings from studies conducted by Chen, 39 Erling et al, 40 and Sulistyowardani et al 41 have indicated that, even though EFL teachers claim to be devoted to equity in their teaching, their actions are not always consistent owing to the interplay of various factors such as insufficient training programs on equity and justice, 42 , 43 lack of support from school authority 27 , 44 and exam-oriented doctrines.…”