How Can White Pre-Service Teachers Experience the Power of Literacy?

Cheu-jey Lee

Abstract


This study is concerned with the oppressive power of literacy. While most of the critical literacy literature focuses on how to empower the marginalized against oppression, inadequate attention is paid to whether the dominant are aware of the oppressive power they possess. It is argued that unless the dominant are cognizant of what they have against the marginalized, empowerment is difficult to be realized in literacy education. Hence, the focus of this study is to explore how teacher educators can design a curriculum that helps predominantly White pre-service teachers experience, and reflect critically on, the oppressive power of literacy. It is hoped that through this experience they can rethink the role they play in literacy education.


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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