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


  • Cheu-jey Lee


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.

Author Biography

Cheu-jey Lee

Cheu-jey Lee is an assistant professor in the School of Education at Indiana University-Purdue University Fort Wayne. He is also the co-editor of the Scholarlypartnershipsedu journal. He teaches methods courses in language arts and critical reading. His research focuses on literacy education, philosophy of educational research, and educational inquiry methodology.