"Reading is power!" critical literacy in practice: a formative experiment using critical literacy to address issues of gender inequity with a fifth grade class
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Brooke Langston-DeMott (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Amy Vetter
Abstract: The purpose of this research study was to explore the ways a fifth-grade teacher and her students engaged in critical literacy to address issues of gender inequity. Additionally, this study worked to examine the ways teacher and student understandings of critical literacy related to gender shift during a unit of study. An additional purpose was to determine what factors enhanced or inhibited the ability of the teacher to use critical literacy with her students to address issues of gender inequity. The theoretical framework used to guide this study drew from feminist theory and critical literacy. The study included one fifth-grade teacher and her class of 21 students, with an emphasis on six focus students from her classroom. A formative experiment approach was used to conduct this study. Multiple data sources were utilized including audio recording, fieldnotes, student and teacher interviews, a card and book sort activity, and a focus group session with the 6 focus students. A critical literacy framework based on the dimensions of critical literacy as described by Lewison, Flint, and Van Sluys (2002) was used to analyze the data related to both teacher and students. Findings indicated that the teacher took specific instructional approaches that allowed her to use critical literacy with students, which included: (a) use and selection of literacy resources, (b) engage students in critical conversations, (c) explicitly teach and model, and (d) merge standards with critical literacy practices. Students also engaged in critical literacy in specific ways, which included: (a) make personal and real world connections, (b) take risks, (c) engage in critical conversations, and (d) identify hidden messages. Findings also suggest that teacher and student understandings of critical literacy increased and understandings of gender shifted. Factors that enhanced the teacher’s ability to engage in critical literacy were identified. These included: (a) the teacher’s leadership qualities and (b) support from teammates/school personnel. Factors that inhibited the teacher’s ability to engage in critical literacy were also identified. These included: (a) the teacher’s learning curve related to critical literacy and gender, (b) time, and (c) issues of discomfort. Administration was a factor that both enhanced and inhibited the teacher’s ability to use critical literacy to address issues of gender inequity with her students. The findings from this study have implications for research and practice. Specifically, additional research using formative experiments need to be conducted. Teachers need to work to foster critical conversations among students related to issues of gender inequity, create an environment where students feel safe to take risks when discussing such topics, and recognize the importance of helping students understand the ways hidden messages about gender in texts influence their thinking.
"Reading is power!" critical literacy in practice: a formative experiment using critical literacy to address issues of gender inequity with a fifth grade class
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Created on 12/1/2016
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2016
- Keywords
- Critical Conversations, Critical Literacy Practices, Feminist Theory, Fifth Grade, Gender Inequity
- Subjects
- Language arts (Elementary) $x Social aspects
- Literacy $x Social aspects
- Critical pedagogy
- Fifth grade (Education)
- Feminist theory