“The Book Is like a Way In”: Exploring Critical Literacy with Pre-Service Teachers

ABSTRACT

Pre-service teachers face worries when teaching from a critical literacy stance. This narrative inquiry unpacks these worries, viewing them through a Whiteness lens. Using notes from discussions, book shopping, and semi-structured interviews, the researchers observed commonalities as pre-service teachers narrated their experiences using books on social justice topics. Findings show that pushback seldom actually occurs; and further, if space is provided to explore and question before teaching a lesson grounded in critical literacy, concerns about what is and is not appropriate are alleviated. At the same time, “divisive topics” legislation increases potential consequences for teachers in multiple states. We provide recommendations for approaching critical conversations when planning and teaching interactive read alouds to K-5 students in a predominantly White, midwestern state, and offer concrete suggestions to teacher educators facilitating critical literacy approaches in their own field-based coursework.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.