Noticeably absent from the critical literacy field are accounts of critical literacy written from the experience and perspective of school leaders. This qualitative practitioner study examined the enactment of critical literacy by four elementary teachers and an elementary school principal in a small rural school in south central Pennsylvania. A critical literacy practitioner inquiry community was an important feature of this study, an importance that cannot be overstated. The interdependence of critical literacy and the inquiry community enabled the participants to disrupt notions of learning, teaching, and leading and what it means to be a student, teacher, and leader. This practitioner action research study contributes to the field of critical literacy in important ways. The study took place in a small rural elementary school in south central Pennsylvania, and the participants/co-researchers were all White, female, Christian educators of predominantly White students. During the study, the participants transformed learning, teaching, and leading by developing stances of critical inquiry and spaces of mutuality. The transformation changed the roles of teachers, learners, and leaders. The participants also confronted the state’s system of accountability and educator effectiveness, and through that confrontation re-imagined their own professional identities. I am the principal, co-researcher, and author of this work.
|Advisor:||Campano, H. Gerald|
|Commitee:||Jones, Stephanie, Lytle, Susan L.|
|School:||University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 78/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Elementary education, Literacy, Reading instruction|
|Keywords:||Critical literacy, Inquiry community, Leadership, Literacy, Practitioner action research, Principals|
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