How Can White Pre-Service Teachers Experience the Power of Literacy?
Journal of Curriculum Theorizing
This study is concerned with the power of literacy. While most of the critical literacy literature focuses on how to empower the marginalized against oppression, inadequate attention is paid to whether the dominant are aware that literacy can be used to perpetuate oppression. It is argued that unless the dominant are cognizant of this Janus face of literacy, empowerment is difficult to be realized in literacy education. Hence, the focus of this study is to explore how teacher educators can design a curriculum that helps predominantly white pre-service teachers experience, and reflect critically on, the power of literacy. It is hoped that through this experience the pre-service teachers can rethink the role they play in literacy education.
Critical Literacy, Literacy Education, Teacher Education
Bilingual, Multilingual, and Multicultural Education | Education | Teacher Education and Professional Development
Cheu-jey Lee (2011).
How Can White Pre-Service Teachers Experience the Power of Literacy?. Journal of Curriculum Theorizing.27 (1), 117-128.