ABSTRACT

In this article, we examine one teacher’s enactment of critical literacy pedagogy in a 7th-grade English language arts classroom in a New York City public school. By conceptualizing critical global literacies in relation to preservice and in-service teaching practices that reflect neoliberal interests, we attend to pedagogy inclusive of culturally, linguistically, and socially diverse learners intended to create equitable and globally contextualized learning opportunities. Through a qualitative case study, we analyzed one teacher’s pedagogical enactment of critical global literacies. Our analysis led to four overarching themes: 1) critically understanding that literacies are always globally situated, 2) demonstrating global relevance to students’ lives and curricula, 3) incorporating multimodal literacies for multidimensional student engagement, and 4) cultivating socially responsive dispositions through critical reflection and action. These interrelated themes demonstrate pedagogical choices that affirmed students’ local lives and experiences in relation to global, international social issues, which are always connected to one another. Findings provide teacher educators nuanced insight into how critical global literacies are extended through critical understandings of literacies, the multimodal nature of literacies, and opportunities for social response, each of which are particularly illuminating for English language arts teachers.

摘要

在本文中，我们在纽约市一所公立学校的7年级英语艺术教室中考察一位老师对批判性扫盲教育法的制定。通过与反映新自由主义兴趣的职前和在职教学实践有关的重要全球文化概念的概念化，我们参加了包括文化，语言和社会多元化学习者在内的教学法，旨在创造公平和全球背景下的学习机会。通过定性的案例研究，我们分析了一位老师对全球关键文化素养的教学法。我们的分析提出了四个总体主题：1）批判性地了解文学素养始终在全球范围内，2）证明与学生生活和课程的全球相关性，3）纳入多模式文学以促进多维学生的参与，4）通过批判性思考和行动培养对社会敏感的性格。这些相互关联的主题展示了教学上的选择，这些选择肯定了学生在与全球，国际社会问题相关的本地生活和经验，这些问题始终相互联系。研究结果为教师教育者提供了细致的洞察力，使他们能够通过对文学的批判性理解，文学的多式性以及社会回应的机会，来扩展关键的全球文学，这对于英语艺术教师而言尤其具有启发性。它们始终相互连接。研究结果为教师教育者提供了细致的洞察力，使他们能够通过对文学的批判性理解，文学的多式性以及社会回应的机会，来扩展关键的全球文学，这对于英语艺术教师而言尤其具有启发性。它们始终相互连接。研究结果为教师教育者提供了细致的洞察力，使他们能够通过对文学的批判性理解，文学的多式性以及社会回应的机会，来扩展关键的全球文学，这对于英语艺术教师而言尤其具有启发性。