From Where Do You Read the World?

Abstract

Abstract This article argues for the expansion of critical literacies in teacher education to include literacies offered by the material turn in social theory. A graphic memoir is used as an example of scholarship produced to engage with critical literacies as well as literacies required for a material‐discursive analysis of the social. The piece is illustrative of the deconstructive and multimodal literacies that are important to cultivate with adolescents and adults in teacher education broadly speaking and literacy teacher education more specifically. From where do you read the world, and why? Is a rich provocation for preservice and inservice teachers to contemplate forces that existed prior to their birth and continue throughout life? Supporting the acquisition of these literacies cannot only enhance one's understanding of lived experiences but can also serve as a repertoire of ways of thinking/speaking/being in more just ways in the world, in the classroom, and as a teacher.

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