This thesis was an examination of my own practice in critical literacy teaching for social justice in Language Arts. The intention was to evaluate the effectiveness of a teacher inquiry process in improving social justice based instructional practice. Particularly, developing critical literacy skills with students was a focus. Emphasis was placed on the role of “text analyzer”, who “understands that texts are not neutral, that they represent particular views and perspectives, that other views and perspectives may be missing, and that the design of messages of texts can be critiqued and alternatives considered” (Freebody & Luke, 1990). By examining perspectives and points of view in text, students moved toward understanding agency, oppression and empowerment. Learnings included identifying an operational framework for developing a social justice orientation to teaching and integrating social justice teaching across a variety of curriculum areas.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/32450 |
| Date | 19 July 2012 |
| Creators | Nembhard, Gillian N. |
| Contributors | Broad, Kathy, Feuerverger, Grace |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0503 seconds