This research set out to examine if a critical literacy pedagogy can help student teachers better understand how inequity is reproduced in the field of education. These issues were explored using Bourdieu’s (1977) distinctive concepts that frame literacy as an ideological act, an act of misrecognition that results in ‘symbolic violence’. The study took place in a small, specialist teacher education college in Belfast, Northern Ireland. The methodological design was based on action research supported by semi-structured interviews pre- and post- intervention. For the action research, a semester-long, pre-existing undergraduate literacy course was restructured to embed critical literacy. A group of eight self-selecting third year student teachers participated in the research project. Findings reveal that the students held beliefs that tended to conflate poverty with prejudicial stereotyping and attribution of fault to others who are located differently in the social world. Underpinning this was unquestioning acceptance of the education system. Acquiring a sociological, specifically a critical literacy perspective I conclude can help nurture student teachers’ ideas and understanding about teaching for social justice.

这项研究旨在检验批判性的识字教学法是否可以帮助学生教师更好地理解教育领域如何再现不平等现象。这些问题是使用布迪厄（Bourdieu，1977）独特的概念探讨的，这些概念将扫盲视为一种意识形态行为，是一种误识别行为，导致“象征性暴力”。这项研究是在北爱尔兰贝尔法斯特的一所小型专业教师教育学院进行的。方法学设计基于干预前后干预前后的半结构式访谈支持的行动研究。为了进行行动研究，对一个学期的，已有的本科扫盲课程进行了重组，以嵌入批判性扫盲。一组八名自选三年级学生教师参加了该研究项目。调查结果表明，学生持有的信念倾向于将贫困与偏见，成见和对社会上其他人的过错归咎于混淆。支撑这一点的是毫无疑问地接受教育系统。我得出的结论是，从社会学角度，尤其是批判性文化素养的角度出发，可以帮助培养学生教师的思想和对社会正义教学的理解。