Negotiating Critical Literacies With Young Children

Abstract

Vivian Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year. The strategies she presents are solidly grounded in relevant theory and research. In this innovative and engaging text, Vasquez:*describes how she and her students negotiated a critical literacy curriculum;*shows how they dealt with particular social and cultural issues and themes; and*shares the insights she gained as she attempted to understand what it means to frame one's teaching from a critical literacy perspective.Negotiating Critical Literacies With Young Children is specifically useful for early elementary (K-3) teachers as a demonstration of classroom applications of critical literacy that they can try in their own classrooms. It is equally relevant to all concerned with issues of social justice and equity in school settings and the political nature of education, and to educators at all levels who are interested in finding ways to make their curriculum critical. For preservice teachers, this book offers a model for envisioning their future practice and for recognizing the important relationship between theory and practice. Teacher educators and consultants will find this book valuable as an example of how to put a critical edge on teaching. It is intended for use as a text in reading, language arts, literacy, social justice, critical literacy, and early childhood education courses.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 282 citations exist upstream.