Enacting Critical Literacy: The Case of a Language Minority Preservice Teacher

From Section:
Multiculturalism & Diversity
Countries:
USA
Published:
Dec. 10, 2014

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.


Updated: Nov. 06, 2019
Keywords:
Asian Americans and Laotians | Language | Minority ethnic students | Preservice teachers