This article introduces Critical Literature Pedagogy (CLP), a pedagogical framework for applying goals of critical literacy within the context of teaching canonical literature. Critical literacies encompass skills and dispositions to understand, question, and critique ideological messages of texts; because canonical literature is often taken‐for‐granted as conveying literary merit or cultural value, it offers apposite opportunity to engage students with critical literacies. Using Of Mice and Men as an example, this article illustrates how literacy educators can use CLP to teach their students to examine how canonical texts are embedded in and shaped by ideologies.
Background/Context This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study In particular, we aimed to support the development of dialogically-organized classroom interactions over time through a pedagogy informed by Multiliteracies. Our pedagogy involved a Web 2.0-mediated process of Video-Based Response and Revision (VBRR), developed and implemented over two years with secondary English teacher candidates at Michigan State University engaged in fifth-year internships in local secondary schools. Project Design Four times over the course of their year-long internships, teacher candidates recorded video of their teaching, posted clips and other related materials to an online social network, commented on each others’ practices, and reflected on how they might implement the feedback they received from their peers and instructors. In addition, they created an end-of-year “digital reflection” drawing on all of these materials. Conclusions/ Recommendations Based upon analysis of teacher candidates’ moves within the structure of the pedagogical design, we present pedagogical and programmatic considerations for teacher educators interested in designing learning environments that make beginning teacher practices visible in networked spaces, that invite collaborative responses to those practices, and that create opportunities for transformed practices.
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