Creating Critical Classrooms
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This document outlines the key concepts and practices of critical literacy in K-8 classrooms. It discusses how critical literacy encourages students to question power relationships and analyze popular culture from multiple perspectives. The document presents an instructional model for critical literacy consisting of using students' personal experiences and interests, engaging in critical social practices like disrupting assumptions and considering diverse views, adopting a critical stance of inquiry and reflection, and creating curriculum with a critical edge. Teachers are encouraged to adopt this framework to promote social justice through literacy.
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Creating Critical Classrooms
- 1. CREATING CRITICAL CLASSROOMS K-8 READING AND WRITING WITH AN EDGE Chapter One Why do we need an instructional theory in critical literacy?
- 2. WHAT IS CRITICAL LITERACY? CRITICAL LITERACY PRACTICES ENCOURAGE STUDENTS TO : use language to question the everyday world interrogate the relationship between language and power analyze popular culture and media understand how power relationships are socially constructed consider actions that can be taken to promote social justice
- 3. A CRITICAL CURRICULUM Simply reading [a big idea] book does not guarantee that the teacher is enacting a critical curriculum. ..unless the teacher and students are involved in critical social practices and working from a critical stance, there is no assurance that there will be anything critical about [the big idea] read aloud. p.5
- 4. AN INSTRUCTIONAL MODEL OF CRITICAL LITERACY A CRITICAL CURRICULUM Personal and Cultural Resources Critical Social Practices Critical Stance Critical Literacy Curriculum Lewison,lelandandHarste2008,p.6
- 5. PERSONAL AND CULTURAL RESOURCES what students and teachers draw on to create the content of the curriculum start with students’ personal knowledge, interests, and issues
- 6. PERSONAL AND CULTURAL RESOURCES Examples: personal experiences social issues books popular culture media home literacies textbooks oral texts student desires and interests community, national and international issues competence in a language other than English
- 7. CRITICAL SOCIAL PRACTICE 1. Disrupt the commonplace challenge beliefs and assumptions, routines, habits, beliefs and theories about how the world works see everyday issues through a new lens visualize how things might be different question classroom and environmental texts ask questions about authors’ intentions and what they want readers to believe create a problem-posing curriculum rather than a problem-solving curriculum issues are directly related to classroom community rather than a prescribed curriculum real-life issues and popular culture become topics of study students have a role in planning, gathering resources and assessing learning goal for teachers is to become partners with students in meaningful inquiry
- 8. CRITICAL SOCIAL PRACTICE (CON’T) 2. Consider Multiple Viewpoints look for books that present the voice of those who have been silenced or marginalized juxtapose multiple accounts of events 3. Focus on the Sociopolitical investigate oppression and power relationships how is language used to maintain domination?
- 9. CRITICAL SOCIAL PRACTICE (CON’T) 4. Take Action to Promote Social Justice get things done become actors and not spectators create “products” to promote social changes use the arts to express critical understandings
- 10. CRITICAL STANCE A WAY OF THINKING AND TEACHING 1. Conscious Engagement we do not just respond to events in our lives, but we thoughtfully decide how to respond without it, we simple respond to events using our unconscious, commonsense frames, which make it challenging to assume a critical stance 2. Engaging alternate ways of being come to an understanding that parts of what we believe about teaching, learning and curriculum may not be working
- 11. CRITICAL STANCE (CON’T) 3. Taking Responsibility to Inquire ask lots of questions ask questions that make a difference understand that all knowledge is constructed from particular perspectives consider multiple and contradictory viewpoints to enrich our perceptions of the world interrogate the everyday understand that knowledge is not something static to be learned “knowledge is beliefs at rest” “Too often we develop…memorize what others have already found out” (p.17)
- 12. CRITICAL STANCE (CON’T) 4. Being Reflexive always questioning being aware of our own role in maintaining status quo or systems of injustice
- 13. LET’S BE CRITICALLY LITERATE In table groups, read, deconstruct and analyze the McDonald’s advertisement placed at your table. Consider the questions recorded on the coloured sheet. Be prepared to briefly share your thoughts with the whole group.
- 14. ANALYZING ADVERTISEMENTS Personal and Cultural Resources What personal experiences, social issues, popular media, oral texts , community concerns and personal desires are addressed in this poster? Multiple Viewpoints Which voices are heard ? Which voices are absent? What might an alternative point of view be? Critical Stance What is the critical stance of the poster? How does the author position the viewer and or consumer? Action to Promote Social Justice What are some ways that students can respond to this advertisement?
- 15. WHATISTHEAUTHOR’SMESSAGE? What personal experiences, social issues, popular media, oral texts , community concerns and personal desires are addressed in this poster? Which voices are heard ? Which voices are absent? What might an alternative point of view be? What is the critical stance of the poster? How does the author position the viewer and or consumer? What are some ways that students can respond to this advertisement?
- 16. WHATISTHEAUTHOR’SMESSAGE? What personal experiences, social issues, popular media, oral texts , community concerns and personal desires be addressed in this poster? Which voices are heard ? Which voices are absent? What might an alternative point of view be? What is the critical stance of the poster? How does the author position the viewer and or consumer? What are some ways that students can respond to this advertisement?
- 17. WHATISTHEAUTHOR’SMESSAGE? What personal experiences, social issues, popular media, oral texts , community concerns and personal desires be addressed in this poster? Which voices are heard ? Which voices are absent? What might an alternative point of view be? What is the critical stance of the poster? How does the author position the viewer and or consumer? What are some ways that students can respond to this advertisement?
- 18. WHATISTHEAUTHOR’SMESSAGE? What personal experiences, social issues, popular media, oral texts , community concerns and personal desires be addressed in this poster? Which voices are heard ? Which voices are absent? What might an alternative point of view be? What is the critical stance of the poster? How does the author position the viewer and or consumer? What are some ways that students can respond to this advertisement?
- 19. THANK YOU . . . . . . Now on to Chapter 2
Hinweis der Redaktion
- -this is a key quote from the first chapter-it is something that we need to consider when we are planning lessons with texts that address big ideas-this chapter addresses these terms in more detail and we will investigate this briefly in this session
- -refer to page 6 in the textThis is a graphic of the Instructional Model of Critical Literacy. (critical literacy curriculum)When teaching critical literacy it is not enough to introduce provocative texts alone. Students must be encouraged to develop a critical stance and to engage in social and personal practices within their own personal and cultural resources. The model captures the movement and interactivity of the 3 major components of the model: Personal and Cultural ResourcesCritical Social PracticesCritical Stance. The model demonstrates that critical literacy curriculum is active and cannot be taught via passive pedagogy. The spiral captures how each component spins in and out, up and down and back and forth. Reference to the model is found on pages 5 and 6 in our texts and book talk participants may wish to tab these pages..
- -refer to page 6-the outer circle
- Photocopy and distribute to 3 or 4 tables for group discussions. During whole group debrief display the appropriate add so all participants can see the advertisement in question.
- Photocopy and distribute to 3 or 4 tables for group discussions. During whole group debrief display the appropriate add so all participants can see the advertisement in question.
- Photocopy and distribute to 3 or 4 tables for group discussions. During whole group debrief display the appropriate add so all participants can see the advertisement in question.
- Photocopy and distribute to 3 or 4 tables for group discussions. During whole group debrief display the appropriate add so all participants can see the advertisement in question.