Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse
Open Access
- 1 June 2006
- journal article
- Published by SAGE Publications in Journal of Literacy Research
- Vol. 38 (2), 197-233
- https://doi.org/10.1207/s15548430jlr3802_4
Abstract
Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member, features 2 girls exploring issues of hairstyle, race, and cultural identity. Data were analyzed using 3 lenses—grounded theory, existing typologies for content analysis, and critical discourse analysis. Findings highlight how the students drew on and used diverse textual resources, sources of knowledge, and critical practices, as well as how participants situated themselves within larger social discourse. These findings were then collectively analyzed to further understand the nuances of using each analytic tool and the implications for this classroom and critical literacy research at large. Our research design, experiences, and findings invite further exploration of the promises, challenges, and complexities of studying classroom practices from critical perspectives.Keywords
This publication has 7 references indexed in Scilit:
- Generating grounded theory of/for educational practice: the journey of three epistemorphsInternational Journal of Qualitative Studies in Education, 2004
- Critical Issues: Preparation for New Literacy Researchers in Multi-Epistemological, Multi-Methodological TimesJournal of Literacy Research, 2001
- Negotiating Critical Literacies in ClassroomsPublished by Taylor & Francis Ltd ,2001
- Domination, Access, Diversity and Design: A synthesis for critical literacy educationEducational Review, 2000
- Teletubby Tales: Popular Culture in the Early Years Language and Literacy CurriculumContemporary Issues in Early Childhood, 2000
- The search for “balance” in a literature‐rich curriculumTheory Into Practice, 1999
- Exploring classroom discourse: Linguistic perspectives on teaching?learning processesEducational Psychologist, 1983