Critical Literacy in the Elementary Classroom

The goal of education differs for many, but working at a school where the impacts and intersectionality of poverty and racism are acute, education can only have one true aim, which is to empower. This qualitative study examined my own experience as a fifth grade ESL integrated teacher in an urban elementary setting implementing critical literacy through examining, discussing, and questioning texts using an Improvement Science framework. Students recorded their conversations around these texts to discuss issues of bias, equality, and equity. Students also reflected on their conversations, confidence levels, and set goals for themselves to better their own discussions, which culminated in developing two action projects to better their school and community. The findings of this qualitative study resulted in three emerging themes. 1.) Students understand bias, which resulted in re-structuring my study to be less about teaching the concept of bias and more about building students’ self-perceptions as changemakers. 2.) Students emerge as drivers of change, not only did they create change but empowered others, students and community members, to participate. 3.) Students have nuanced desires and beliefs of the world, these included: a desire for justice, a belief that people and animals deserve to live good lives, and a desire for a better world. These findings provide considerations for teachers, school leaders, and policy makers to take under advisement in the needs of urban, resource-poor communities and elementary-aged students. Conclusions drawn from this research suggest that critical literacy has an essential place in the elementary classroom, especially as part of helping students develop their critical awareness, developing a culture of hope, and empowering young people to create the change they seek