“I Love this Approach, But Find It Difficult to Jump in with Two Feet!” Teachers’ Perceived Challenges of Employing Critical Literacy

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.

Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

“…Defining critical literacy is important to avoid misunderstandings that are commonplace among teachers (H. Cho, 2015;Gustine, 2018;C.-J. Lee, 2013).…”

“…As C.-J. Lee (2013) noted, many teachers confused critical literacy with critical thinking and other terms coupled with the word critical, such as critical reading and critical writing (H. Cho, 2015). While critical thinking is important and related to critical literacy (C.-J.…”

“…However, the frameworks do not address the challenges teachers face in their classroom practice. In their practice, teachers are bound by certain curriculum, standards, policies (Cho, 2015;May, 2015) and other instructional guidelines which are not infrequently exerted on them (Neophytou & Valiandes, 2013). Norris et al (2012) and Cho's (2015) studies, for instance, demonstrate how teachers were discouraged to enact critical literacy because of the binding curricula, limited resources and time, and the pressure of standard tests.…”

“…Figure 1 shows the four components of critical literacy practice resources consisting of curriculum and standards, students' experiences, local social (justice/political) issues, and text selection. We included the component of curriculum and other instructional standards to acknowledge the fact that teachers' classroom instructions are guided and bound by curricula, syllabi, test requirements, and other guidelines (H. Cho, 2015;Huh, 2016;Ibrahim, 2015;Neophytou & Valiandes, 2013).…”

Critical Literacy: Conflicts, Challenges, Adaptations and Transformation?

“…A number of publications examined the training both teacher students and in-service teachers receive in critical literacy, their views of this orientation, and the challenges they face during its class implementation. The publications explored innovative ways of involving both pre-service and in-service teachers in various dimensions of the praxis process (e.g., Cho, 2015;Crookes & Lehner, 1998;Norton & Toohey, 2004;Pavlenko, 2003;Pennycook, 2004;Piazza & Hall, 2009;Swanson & Kayler, 2008). However, the role of teachers" participation in critical literacy research, including a master"s thesis, in developing a critical perspective on literacy education has received little attention.…”