Critical Literacy through Initial Teacher Education in English

Stevens, D.

doi:10.1080/1358684x.2013.875752

Critical Literacy through Initial Teacher Education in English

Stevens, D.

Authors

D. Stevens

Abstract

In this paper, I seek to ascertain whether critical literacy may have an important and realisable place in current English pedagogy, having first tried to establish what is meant by critical literacy, and what its contexts are for my purposes here, including the nature of initial teacher education (ITE). The paper then reports and reflects on some experiences of a Postgraduate Certificate in Education (PGCE) English group in exploring elements of critical literacy, and focuses especially on two lessons taught by two members of the PGCE group. Whilst acknowledging that any conclusions must be tentative, I go on to propose that a synthesis may be possible between different traditions of English pedagogy to enable critical literacy more easily to flourish.

Citation

Stevens, D. (2014). Critical Literacy through Initial Teacher Education in English. Changing English, 21(1), 32-41. https://doi.org/10.1080/1358684x.2013.875752

Journal Article Type	Article
Online Publication Date	Feb 19, 2014
Publication Date	Feb 19, 2014
Deposit Date	Mar 12, 2014
Publicly Available Date	Mar 17, 2014
Journal	Changing English
Print ISSN	1358-684X
Electronic ISSN	1469-3585
Publisher	Taylor and Francis Group
Peer Reviewed	Peer Reviewed
Volume	21
Issue	1
Pages	32-41
DOI	https://doi.org/10.1080/1358684x.2013.875752
Keywords	Critical literacy, Initial teacher education, English pedagogy.

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Copyright Statement
This is an Author's Accepted Manuscript of an article published in Stevens, D. (2014) 'Critical literacy through initial teacher education in English.', Changing English : studies in culture and education., 21 (1). pp. 32-41.
© 2014 Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/1358684X.2013.875752