| Acknowledgments |
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xvii | |
| Foreword |
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xix | |
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| Introduction |
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xxiii | |
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A Model of Critical Literacy Instruction |
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Personal and Cultural Resources |
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Moving Between the Personal and the Social |
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Situating the Model in Specific Contexts |
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Chapter One Overview: Why Do We Need an Instructional Theory of Critical Literacy? |
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1 | (28) |
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Vignette: Morning Meeting: Contradictions and Possibilities |
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What Is Critical Literacy? |
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The Role of Theory in Critical Practice |
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A Model of Critical Literacy Instruction |
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Invitation for Disruption 1 What Is a Literate Being? |
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Invitation for Disruption 2 Cultural Models of Teachers in Literature |
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Voices from the Field: Critical Literacy in Action: Standing Up to Racial |
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Thought Piece: Keeping Your Head in These Political Times |
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Chapter Two Personal and Cultural Resources: Using Life Experiences as an Entree into Critical Literacy |
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29 | (16) |
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Vignette: Writing Respect |
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What Can We Learn from Sara and Rachel's Experience in Room 4? |
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Invitation for Disruption 1 Unpacking Virtual Schoolbags |
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Theory 1 All Students Are Capable |
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Invitation for Disruption 2 Home-School Connections |
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Theory 2 Curriculum Needs to Relate Directly to the Lives of Our Students |
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Theory 3 Seeing Oneself in Literacy Is a Necessary First Step in Becoming Literate |
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Invitation for Disruption 3 Beliefs About Learning and Teaching |
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How Was Critical Literacy Enacted in Room 4? |
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Voices from the Field: Using Life Experiences: Finding Hope in Immigrant |
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Thought Piece: Uncertainty and the Teaching of Reading and Writing |
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Chapter Three Cultural Resources: Using Popular Culture to Promote Critical Practice |
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45 | (24) |
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Vignette: The Great Bratz Debate |
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What Can We Learn from Kate's Experience? |
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Theory 1 Literacy Keeps Changing and Is Often Linked to Popular Culture |
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Theory 2 School Can Provide a Site for Interrogating Cultural Texts and Repositioning Oneself |
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Invitation for Disruption 1 Children as Consumers |
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Theory 3 Children Need to Develop the Language of Critique to be Truly Literate in the 21st Century |
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Invitation for Disruption 2 Thinking About Neoliberalism |
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How Critical Literacy Was Enacted in Kate's Classroom |
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Voices from the Field: Questioning Popular Culture: What Is Beauty? |
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Thought Piece: Visual Literacy |
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Chapter Four Cultural Resources: Using Children's and Young Adult Literature to Get Started with Critical Literacy |
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69 | (16) |
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Vignette: How Critical Picture Books Changed a First Grade Classroom |
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What Can We Learn from Kim's Experience? |
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Theory 1 Teachers Don't Have to Work Alone |
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Invitation for Disruption 1 Investigating Students' Conversations About Books |
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Invitation for Disruption 2 Learning What Happens When Students Linger in Text |
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Theory 2 Lingering in Text Is Important |
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Theory 3 Tension Drives the Learning Process |
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Invitation for Disruption 3 Transmediation |
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How Was Critical Literacy Enacted in Kim's Classroom? |
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Voices from the Field: Using Children's Literature: Race, Reading, and Critical Response |
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Thought Piece: Risky Texts |
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Chapter Five Critical Social Practices: Disrupting the Commonplace Through Critical Language Study |
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85 | (18) |
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Vignette: Unpacking the Everyday: Americans at War |
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What Can We Learn from the Museum Experience? |
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Theory 1 No Text Is Neutral |
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Invitation for Disruption 1 Advertising in Public Spaces |
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Theory 2 Critical Language Study Needs to Be an Integral Part of the Curriculum |
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Invitation for Disruption 2 Framing |
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Theory 3 Curriculum Should Talk Back to Normative Practices |
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How Was Critical Literacy Enacted During the Visit to the Museum? |
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Voices from the Field: Becoming Text Analysts |
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Thought Piece: Teacher Talk: Critical Choices |
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Chapter Six Critical Social Practices: Interrogating Multiple Perspectives |
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103 | (18) |
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Vignette: Seeing Differently |
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What Can We Learn from Amy's Teaching? |
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Invitation for Disruption 1 Parents' Workshop |
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Theory 1 Multiple Perspectives Complicate What We Think We Know |
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Invitation for Disruption 2 Seeing Through Different Eyes |
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Theory 2 Multiple Perspectives Provide Opportunities to Hear New Voices |
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Theory 3 Highlight Diversity and Difference Rather Than Conformity and Consensus |
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How Was Critical Literacy Enacted in Amy's Classroom? |
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Voices from the Field: Using Everyday Occurrences to Support Multiple Perspectives |
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Thought Piece: Understanding Reading---Multiple Perspectives, Multiple Insights |
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Chapter Seven Critical Social Practices: Focusing on the Sociopolitical |
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121 | (22) |
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Vignette: The Sociopolitics of Hunger |
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What Can We Learn from the Hunger Projects in Emily's Class? |
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Theory 1 Everyone Grows by Being Pushed Beyond His or Her Comfort Zone |
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Theory 2 Children Become Sociopolitically Aware Through Conversations with Teachers and Other Adults Who Are Sociopolitically Active |
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Invitation for Disruption 1 Looking for the Sociopolitical |
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Theory 3 Do Not Water Down the Curriculum |
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Invitation for Disruption 2 Rethinking Schools |
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How Was Critical Literacy Enacted in Emily's classroom? |
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Voices from the Field: Focusing on Sociopolitical Issues: First Steps in Reading, Writing, Research, and Action |
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Thought Piece: Racism and Privilege---Having Our Hands in the Cookie Jar |
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Chapter Eight Critical Social Practices: Taking Action to Promote Social Justice |
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143 | (18) |
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Vignette: Putting Theory into Action |
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What Can We Learn from Dana's Experience? |
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Theory 1 Education Is Never Neutral: It Either Liberates, Domesticates, or Alienates |
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Invitation for Disruption 1 Write a Letter to the Editor |
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Invitation for Disruption 2 Learn to Talk Back |
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Theory 2 Creating Critical Curriculum Means Delving Into Risky Topics that Surround Children's Lives |
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Theory 3 It Is Not Enough to Treat Critical Literacy as a Topic of Conversation; We Have to Go Out and Do Something as Well |
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Invitation for Disruption 3 Create Challenging Students |
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How Was Critical Literacy Enacted in Dana's Classroom? |
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Voices from the Field: Taking Social Action: Modern Day Abolitionists |
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Thought Piece: School Posters |
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Chapter Nine Taking a Critical Stance: Outgrowing Ourselves |
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161 | (20) |
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Vignette: Learning to Teach by Teaching in the Margins |
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What Can We Learn from Gerald's Experiences with Carmen? |
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Invitation for Disruption 1 Disrupting Our Theories |
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Theory 1 Being Critically Literate Entails Knowing Your Options and Responding Thoughtfully |
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Invitation for Disruption 2 Reflection in Action |
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Theory 2 By Entertaining Alternate Ways of Being, We May Find That What We Believe About Teaching and Learning Is Not Working |
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Theory 3 As Teachers We Have a Responsibility to Engage in Inquiry |
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Invitation for Disruption 3 Reflection in Action on Ourselves |
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Theory 4 Critical Educators Are Aware of Their Own Complicity in Maintaining the Status Quo |
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How Was Critical Literacy Enacted in Gerald's Classroom? |
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Voices from the Field: Learning to Take a Critical Stance: A Lesson from D.J. |
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Thought Piece: Common Core: Maintaining Your Values While Addressing the Standards |
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Chapter Ten Invitations for Students |
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181 | (44) |
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Advertisements as Visual Texts |
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Advertising: Exploring the Language of Advertising |
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Advertising: Unpacking Appealing Ads |
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Advertising: Unpacking Consumerism |
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Becoming School Anthropologists |
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Becoming Society Watchdogs |
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Classroom Museums: Exploring Heritage |
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Close Reading: Emancipating Characters |
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Discourse Analysis for Kids |
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Fairy Tales: Examining Innocence |
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Fairy Tales: How Others See Them |
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Fairy Tales: Old Versions, New Versions |
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Fairy Tales: The New Pop Culture |
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Holiday Ads: Whose Identity? |
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Immigration: Early Immigrants as Opposed to Later Immigrants |
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Immigration: Picture Book Study |
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Internet: Exploring Identity |
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Local Issues: Location, Location, Location |
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Local Issues: Real-World Research |
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Multiple Perspective Text Sets |
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Newscasts: Uncovering Bias |
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PBS Internet Site: Don't Buy It! Get Media Smart |
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Target, Perpetrator, Ally, Bystander |
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Television Commercials: Unpacking |
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Visual Literacy: Becoming Visually Literate |
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Visual Literacy: Cartooning |
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Visual Literacy: Designing Effective Texts |
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Visual Literacy: Picture It |
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Visual Literacy: Pictures as Motivated Signs |
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Walking Journals: Keeping Social Issues Alive |
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Walking Journals: A Research Tool |
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| Classroom Resources: Children's Books, Videos, Songs, and Websites |
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225 | (20) |
| Appendix: Creating Critical Classrooms Companion Website Contents |
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245 | (2) |
| About the Authors |
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247 | (6) |
| References |
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253 | (18) |
| Index |
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271 | |
