Preservice Teachers Taking a Critical Stance When Examining Children’s Literature

Linder, Roberta; Falk-Ross, Francine

doi:10.1080/19388071.2020.1777228

Cited by 9 publications

(2 citation statements)

References 17 publications

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“…Researchers within teacher education have also sought to implement critical literacy tenants with preservice teachers in order to critique and transform what is possible within literature (Kelly et al., 2020; Linder & Falk‐Rose, 2020; Spector & Murray, 2023). Spector and Murray (2023) used critical perspectives to push preservice teachers to grapple with the realties and complexities of the Diary of Anne Frank in order to move their thinking beyond what they call “happy objects” to encounters with this text that reflected the reality of World War 2, the Holocaust, and the harm befallen Frank and her family.…”

Section: Theoretical Framework and Related Literaturementioning

confidence: 99%

“…Spector and Murray (2023) used critical perspectives to push preservice teachers to grapple with the realties and complexities of the Diary of Anne Frank in order to move their thinking beyond what they call “happy objects” to encounters with this text that reflected the reality of World War 2, the Holocaust, and the harm befallen Frank and her family. Other researchers have explored preservice teachers' exploration of sociopolitical issues within children's literature (Kelly et al., 2020; Linder & Falk‐Rose, 2020). This work demonstrates that critical literacy allows preservice teachers to grapple with their ideologies, views of power, and what is possible through critical engagement with canonical texts for justice and equity.…”

Section: Theoretical Framework and Related Literaturementioning

confidence: 99%

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Down but not out: Using restorying to imagine beyond the constraints of mandated texts for critical thinking, empathy, and identity work

Torres,

Pytash

2023

J Adolescent & Adult Lit

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In this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self‐exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts. These findings highlight and how preservice teachers can use restorying as a way to engage the self and others for more inclusive storytelling. Finally, the authors argue that in oppressive spaces that seek to silence marginalized voices, restorying can act as a subversive tool to engage in work that bends toward justice.

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Section: Theoretical Framework and Related Literaturementioning

confidence: 99%

Section: Theoretical Framework and Related Literaturementioning

confidence: 99%

Down but not out: Using restorying to imagine beyond the constraints of mandated texts for critical thinking, empathy, and identity work

Torres,

Pytash

2023

J Adolescent & Adult Lit

View full text Add to dashboard Cite

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Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers

Johnson

Keane

2023

Teaching and Teacher Education

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Enhancing Educators' Theoretical and Practical Understandings of Critical Literacy

Sotirovska,

Vaughn

2023

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This Element explores ways to promote critical literacy in teacher education. First, the authors define critical literacy in the context of teacher education through established theoretical frameworks and models of critical literacy pedagogy and share their collective findings on critical literacy research over the course of a decade. Building from these theoretical understandings of critical literacy, they outline ways to actualize critical literacy in teacher education as a transformative pedagogy coupled with resources and activities that support equitable teaching practices. Next, they illustrate how adaptive teaching supports critical literacy pedagogy and underscore autoethnography as a reflective tool to engage pre-service teachers in critical literacy practice. They model this approach with mentor text analyses using critical literacy as a lens to facilitate critically-oriented mindsets in teachers through visioning. They conclude with implications for classroom practice at the intersections of critical literacy and teacher preparation and provide directions for future research.

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Preservice Teachers Taking a Critical Stance When Examining Children’s Literature

Cited by 9 publications

References 17 publications

Down but not out: Using restorying to imagine beyond the constraints of mandated texts for critical thinking, empathy, and identity work

Down but not out: Using restorying to imagine beyond the constraints of mandated texts for critical thinking, empathy, and identity work

Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers

Enhancing Educators' Theoretical and Practical Understandings of Critical Literacy

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