From Apprehension to Critical Literacy
Abstract
This paper presents a pragmatic approach to introducing critical literacy to a group of in -service teachers. It begins with "stirring up" the in-service teachers' existing beliefs about literacy education. Then it shows how to prepare them to understand and implement critical literacy in their classrooms. In the end, one of the in-service teachers' critical literacy projects is discussed in detail. The project documents the in-service teacher's struggle with as well as change in attitude toward critical literacy as she explored the meaning and potentiality of literacy education with her student.
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