Creating Critical Classrooms

Lewison, Mitzi; Leland, Christine H.; Harste, Jerome C.

doi:10.4324/9780203826317

Cited by 29 publications

(35 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…I used a combination of deductive and inductive coding. I coded according to a preliminary code book informed by Lewison et al’s (2015) model of critical literacy. Then, I returned to each data source to generate a list of open codes rooted directly in the data (Creswell & Poth, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…For inductive coding, I employed the data analysis spiral (Creswell & Poth, 2018) of reading and memoing, defining codes and identifying thematic patterns, critically assessing my interpretations of these codes, and representing the data in writing. As data analysis concluded, my code book (Table 1) sorted themes into the major categories from Lewison et al’s (2015) framework, as well as one additional category that focused on the specific context of the study. As this article examines a subset of data from the multicase study, I explore only the themes pertinent to Paula.…”

Section: Methodsmentioning

confidence: 99%

“…This study brought together theories around critical literacy and YAL. Critical literacy broadly refers to the ability to interpret the complex social powers at play in texts, think critically, and take action to change inequitable situations in one’s environment (Freire, 2014; hooks, 1994; Janks, 2000; Lewison et al, 2015; Luke, 2012; Rogers, 2018). Educators dedicated to critical literacy use literary and cultural analysis and critique to question systems of power, inequality, and the status quo; to understand our own participation in these systems; and to reframe our understandings about the world around us.…”

Section: Conceptual Framework: Critical Literacy and Yalmentioning

confidence: 99%

“…Scholars such as Lewison et al (2015) have spent many years exploring the utility of children’s literature for developing critical literacy in young readers. A lack of similar research with YAL impedes our understanding of how these texts can be utilized with more advanced learners to move them toward critical and prosocial behavior (Alsup, 2015).…”

Section: Conceptual Framework: Critical Literacy and Yalmentioning

confidence: 99%

“…A lack of similar research with YAL impedes our understanding of how these texts can be utilized with more advanced learners to move them toward critical and prosocial behavior (Alsup, 2015). To continue to build on their good work, I employed Lewison et al’s (2015) framework for critical literacy as the theoretical and interpretive frame of this study. It is one of the most well-developed frameworks for critical literacy pedagogy, having been tested out in a variety of educational contexts.…”

Section: Conceptual Framework: Critical Literacy and Yalmentioning

confidence: 99%

See 4 more Smart Citations

“I Didn’t Feel Confident Talking About This Issue . . . But I Knew I Could Talk About a Book”: Using Young Adult Literature to Make Sense of #MeToo

Adams

2020

Journal of Literacy Research

View full text Add to dashboard Cite

This article reports on one undergraduate student’s journey toward critical literacy about rape culture as a result of reading and discussing a young adult novel in a book study with peers. Using ethnographic and case study methods, the author examines the personal and cultural resources the student brought to the experience, the critical stance she developed, the critical social practices in which she engaged, and the contextual resources that supported her critical literacy growth. The study described herein brought together research about critical literacy and young adult literature to better understand the nature of critical literacy in practice and its effects upon young adult students, with the goal of providing literacy educators with a rich description of what it looks like as a student develops critical literacy. This study also demonstrates the potential of young adult literature as a lens for contending with complex social issues in a college classroom.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Conceptual Framework: Critical Literacy and Yalmentioning

confidence: 99%

Section: Conceptual Framework: Critical Literacy and Yalmentioning

confidence: 99%

Section: Conceptual Framework: Critical Literacy and Yalmentioning

confidence: 99%

See 3 more Smart Citations

“I Didn’t Feel Confident Talking About This Issue . . . But I Knew I Could Talk About a Book”: Using Young Adult Literature to Make Sense of #MeToo

Adams

2020

Journal of Literacy Research

View full text Add to dashboard Cite

show abstract

“I Don't Like Peas!”: Using Picturebooks to Think Differently & Critically about Curriculum, Teaching, Learning, and Technology

Bintz¹

2022

The Reading Teacher

View full text Add to dashboard Cite

This article shares a variety of picturebooks that invite teachers to think critically about curriculum, teaching, learning, and technology (CTLT). It posits that teaching and learning are not perfectible absolutes but continuous processes that invite teachers to develop beyond what they already know. Reading professional literature, conducting research, attending conferences, collaborating with colleagues, and discussing and reflecting on current practices are resources for teachers to grow and develop, instructionally and intellectually. Picturebooks are also important resources. Like all texts, picturebooks can offer meaning potentials that invite teachers to think critically about CTLT, as well as help K‐12 students and teachers develop a love affair with books.

show abstract

Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool

Lucero

2024

The Reading Teacher

View full text Add to dashboard Cite

As of May 2022, 42 state legislatures had introduced bills that would limit how (and whether) teachers can address inequities based on race, gender, and other marginalized identities. At the same time, book bans are becoming increasingly common across the country. Given the importance of providing children opportunities to critically engage with texts from a variety of perspectives and representing a diversity of experiences, teachers should use picturebooks to facilitate critical discussions with children as young as kindergarten. This study reports findings from an activity in which K‐8 in‐service teachers used an equity‐focused text analysis tool to critically analyze the picturebook Marisol McDonald doesn't match/Marisol McDonald no combina. I conducted thematic analysis on a key component of critical literacy teachers addressed—identifying stereotypes the author and illustrator both disrupt and perpetuate in this book. This work helps us understand how teachers themselves learn to engage in critical analysis of picturebooks.

show abstract

Creating Critical Classrooms

Cited by 29 publications

References 0 publications

“I Didn’t Feel Confident Talking About This Issue . . . But I Knew I Could Talk About a Book”: Using Young Adult Literature to Make Sense of #MeToo

“I Didn’t Feel Confident Talking About This Issue . . . But I Knew I Could Talk About a Book”: Using Young Adult Literature to Make Sense of #MeToo

“I Don't Like Peas!”: Using Picturebooks to Think Differently & Critically about Curriculum, Teaching, Learning, and Technology

Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool

Contact Info

Product

Resources

About