Source: Curriculum Inquiry, Volume 44, Issue 5, pages 677–699, December 2014
This study of an Asian female prospective teacher describes a language minority student's ways of enacting critical literacy in a teacher preparation program in the United States.
It discusses how she exerted her agency despite her perceived marginalization as a non-native English speaker.
The findings demonstrate how she resisted the identity imposed as a “slow learner” by an instructor while simultaneously challenging the tenets of critical literacy.
The study suggests that personal narratives in teacher education from critical perspectives can be a powerful means through which to better understand the lived experiences of language minority preservice teachers.