Designing Critical Literacy Education through Critical Discourse Analysis
Pedagogical and Research Tools for Teacher-Researchers
Published June 17th 2013 by Routledge
Uniquely bringing together discourse analysis, critical literacy, and teacher research, this book invites teacher educators, literacy researchers, and discourse analysts to consider how discourse analysis can be used to foster critical literacy education. It is both a guide for conducting critical discourse analysis and a look at how the authors, alongside their teacher education students, used the tools of discourse analysis to inquire into, critique, and design critical literacy practices. Through an intimate look at the workings of a university teacher education course and the discourse analysis tools that teacher-researchers use to understand their classrooms, the book provides examples of both pre-service teachers and teacher educators becoming critically literate. The context-rich examples highlight the ways in which discourse analysis aids teachers’ decision making in the moment and reflections on their practice over time. Readers learn to conduct discourse analysis as they read about critical literacy practices at the university level.
Designed to be interactive, each chapter features step-by-step procedures for conducting each kind of discourse analysis (narrative, critically oriented, multimodal), sample analyses, and additional readings and resources. By attending to the micro-interactions as well as processes that unfold across time, the book illustrates the power and potential of discourse analysis as a pedagogical and research tool.
Preface 1. Designing Critical Literacy Education through Critical Discourse Analysis 2. Inside the Design of our Teaching and Research 3. Narrating Literacy, Identity and Culture: Narrative Analysis 4. Inquiry into Linguistic Diversity: Discourse Analysis through the Building Tasks 5. Developing Racial Literacy: Critical Discourse Analysis 6. Performing Literacy: Multimodal Discourse Analysis 7. Conclusions
Rebecca Rogers is Associate Professor of Literacy Education and Discourse Studies at the University of Missouri-St. Louis.
Melissa Mosley Wetzel is Assistant Professor in the Department of Curriculum and Instruction, The University of Texas at Austin.