Making room for discomfort: Exploring critical literacy and practice in a teacher education classroom

Abstract

Purpose

The purpose of this paper is to relay and discuss the experiences of a teacher educator teaching critical literacy to preservice teacher candidates immediately following the US presidential election in 2016. In a time of increasing polarization in the USA, teachers and teacher educators have unique opportunities to create honest spaces for dialogue, but developing classrooms that can serve as these spaces is not an easy task.

Design/methodology/approach

This paper is a self-study practitioner narrative of a teacher educator teaching a secondary literacy course.

Findings

The paper discusses the importance of addressing critical literacy in the context of particular historical moments and as more sustained, engaged work that makes room for minority voices that may not be heard across particular settings. The findings prompt teachers and teacher educators to consider whose voices are present, absent and valued during difficult conversations.

Originality/value

Making room for uncomfortable dialogues in preservice teacher education classrooms can transform the ways in which teacher candidates (and their future students) engage with written and non-traditional texts in the world around them. Promoting spaces for critical, authentic and honest dialogue requires teacher educators to model the willingness to move beyond their own comfort zones and interrogate their own deeply help beliefs. This paper is evidence of engaged self-reflection, a necessary part of transformative practice related to critical literacy.

Citation

Hsieh, B. (2017), "Making room for discomfort: Exploring critical literacy and practice in a teacher education classroom", English Teaching: Practice & Critique, Vol. 16 No. 3, pp. 290-302. https://doi.org/10.1108/ETPC-05-2017-0086