Title

How Can White Pre-Service Teachers Experience the Power of Literacy?

Document Type

Article

Publication Date

2011

Publication Source

Journal of Curriculum Theorizing

Volume

27

Issue

1

Inclusive pages

117-128

Peer Reviewed

yes

Abstract

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.

Keywords

Critical Literacy, Literacy Education, Teacher Education

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education | Teacher Education and Professional Development

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