Date of Award
2005
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
Education, Language and Literature.
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
This study examines the perspectives of critical literacy of five junior grades teachers. Lewison, Flint, and Van Sluys' (2003) four dimensions of critical literacy provided a framework for examining teacher beliefs and practices. From questionnaires and in-depth interviews, this case study found that there are gaps in teachers' understanding, and teaching of critical literacy. These teachers teach students to disrupt the commonplace and examine multiple viewpoints, but they do not include focus on sociopolitical issues and action oriented strategies that promote social justice. The findings from this case study suggest that teachers need more information to develop their understanding of what critical literacy is and how it might be taught in junior classrooms. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2005 .W56. Source: Masters Abstracts International, Volume: 44-03, page: 1118. Thesis (M.Ed.)--University of Windsor (Canada), 2005.
Recommended Citation
Winney, Kelly, "Junior teachers' perspectives of critical literacy." (2005). Electronic Theses and Dissertations. 2543.
https://scholar.uwindsor.ca/etd/2543