This week I began my literature review. I started by reading several chapters in both Creating critical classrooms (Lewison et al., 2015) and Negotiating critical literacies with teachers (Vasquez et al., 2013). These books discuss the four dimensions of critical literacy which are Disrupting the commonplace, Interrogating multiple perspectives, Focusing on the sociopolitical, and Taking action to promote social justice. These four dimensions will provide the framework for the workshop series I am building over the summer to present to pre-service teachers next winter. My workshop series will follow a similar format to a workshop series presented this past winter semester by Dr. Jean Kaya (my supervisor along with Dr. Roswita Dressler). In Dr. Kaya’s workshop series, one of the four dimensions of critical literacy was discussed in each session. My plan is to discuss one dimension every session as well, however I will focus each dimension through a science education lens. This week I wanted to develop a strong understanding of the four dimensions of critical literacy so that as I read articles pertaining to critical literacy I can begin to think about the information I am learning in terms of one or more of the four dimensions.
What exactly do these four different dimensions of critical literacy entail?
Please note that in this blog, as well as future blogs, unless otherwise stated, the use of the word ‘media’ encompasses all forms of media, fiction, non-fiction, books, TV, movies, newspaper, websites, social media etc.
Disrupting the commonplace is described as observing the language that is used in the delivery of media and determining who is positioning the consumer of the media and how are they doing it (Lewison et al., 2015). Perhaps we are being positioned to accept things that seem normalized even when they are not (Vasquez et al., 2013), and we need to develop a consciousness to perceive this when it is happening.
Interrogating multiple perspectives is described as thinking about both different points of view on the events described in the media being presented and different points of view in the way the media is received (Lewison et al., 2015; Vasquez et al., 2013). These authors describe this as a difficult practice because it complicates what seems simple and what we think we know.
Focusing on the sociopolitical is described as a focus on the complexity of situations (Lewison et al., 2015). There is almost never just one explanation for the occurrence of some event or situation, and it is the responsibility of the critically literate citizen to think about the complexity of a situation when discussing and analyzing. Educators should encourage their students to understand that there is an interplay between social, economic and political forces (Westheimer & Kahne, 2004, as cited in Vasquez et al., 2013). For the purpose of my project, I will argue that there is additionally the interplay of science with social, economic, and political forces.
Taking action to promote social justice is described as putting theory into action and meaningfully engaging with what we experience or the media we consume (Lewison et al., 2015). From an education perspective, this dimension of critical literacy is about taking the curriculum to the community. In other words, to make what we teach relevant to the lives of students and practices in communities (Vasquez et al., 2013).
I am very excited to determine how I can look at science literacy through the lens of these four dimensions. As of right now, focusing on the sociopolitical is the easiest dimension for me to associate with science. We have had two years of examples of science meeting politics throughout the COVID-19 pandemic. I look forward to the challenge of finding ways to associate the other three dimensions with science.
References:
Lewison, M., Leland, C., & Harste, J. C. (2015). Creating critical classrooms: Reading and writing with an edge. Routledge
Vasquez, V. M., Tate, S. L., & Harste, J. C. (2013). Negotiating critical literacies with teachers: Theoretical foundations and pedagogical resources for pre-service and in-service contexts. Routledge.