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Now, let’s try to apply these framework to your own classroom (to brainstorm what kinds of critical literacy projects you want to conduct in your classroom).

by | Sep 15, 2022 | Education

 

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Discuss the key components of the study by Wood and Jocius (2013) that reflect the four
frameworks proposed by Pollard (2019): 1) What is the common place (status quo) that the
teacher tried to disrupt? 2) what are multiple viewpoints that the teacher and the students in the
study were teaching and learning? (e.g. diverse narrative texts, highlighting narrative texts that
affirm students’ experiences and identities etc.) 3) Bryan, Jason, and Eli started to critically talk
about racial identities and social inequity issues during the early 1930s on page 667. If you were
the teacher how would you extend this critical conversation to further bring awareness to the
“current” sociopolitical system we belong to (the sociopolitical and praxis)? (e.g. do we still see
similar patterns? what have people done to improve? what happened between 1930s and now?
etc.) Plan for about 200-250 words.

Now, let’s try to apply these framework to your own classroom (to brainstorm what kinds of
critical literacy projects you want to conduct in your classroom). Think about your own
classroom (or hypothetical situations in your current or former/future classrooms) and start to
develop a case narrative for your action plan (final project). This week, simply describe 1) who
your students are (grade level, ethnic, racial, socio-economic class, academic achievement, etc),
2) who you (the teacher) are as a teacher (See Researcher’s Positionality section on page 94).
Then, brainstorm one or two aspects of our society related to language and literacy you want to
disrupt (challenging the status quo) in your classroom for a critical literacy lesson unit. This can
be something like the two studies we reviewed this week (e.g. problematizing stereotypes
associated with poverty and race). Plan for 200-300 words.

 

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