Being and Becoming Critically Imaginative: Exploring Critical Literacy in the Classroom
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BEING AND BECOMING CRITICALLY IMAGINATIVE: EXPLORING CRITICAL LITERACY IN THE CLASSROOM Sarah A. Driessens Doctor of Philosophy Nipissing University 2018 BEING AND BECOMING CRITICALLY IMAGINATIVE: EXPLORING CRITICAL LITERACY IN THE CLASSROOM SARAH A. DRIESSENS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION NORTH BAY, ON © Sarah A. Driessens July 2018 Thesis Signature Page ii Abstract Critical literacy is not a matter of teaching and acquiring specific skills, but rather about constructing meaning through the process of learning. Rather than accepting and adopting traditional conceptualizations of literacy, this research conceptualizes critical literacy as an alternative educational paradigm. By recognizing the dual nature of critical literacy as both a theoretical framework and a pragmatic disposition or lens, the promise of critical literacy is explored. This ethnographic inquiry recounts the collective stories of 26 Grade 6 students and the indefatigable teacher with whom they worked. Using a polyvocal approach, participants’ voices will be heard both on their own and collectively through the use of classroom mosaics. The mosaics not only bring the classroom to life, but are also intertwined with the ways in which the participants became critically literate, and what I have now come to understand as, critically imaginative. Field texts and narrative descriptions highlight the lived experiences of participants as they learn to read and write both the word and world. Participant observation, fieldnotes, formal and informal conversations, research journal, and student artifacts punctuate the writing and provide “thick description” (Geertz, 1973, p. 6) of this particular educational context. The study concludes by offering a framework that weaves together critical literacy theory and practice with a particular focus on teaching and learning implications. This inquiry adds to our understanding of how teachers can support students to become critically literate and critically imaginative, but, perhaps more importantly, why teachers should. Ultimately, this dissertation reveals the power and promise of a critical literacy imagination for teachers, learners, and all those involved in the education of our youth. iii Acknowledgements I have a lot to be thankful for... I had better get thanking! ~ Mo Willems I want to begin with Mrs. S. Mrs. S, thank you for taking a chance on a stranger. Thank you for your willingness to support and mentor me, teach and guide me, and share with me the wisdom you possess. I remember writing early on in our relationship that the S in Mrs. S stands for super, stupendous, spectacular superwoman. I meant it then and I mean it now. Your love for learning and teaching, the love you show your students will only continue to positively influence those around you. You are the teacher I wanted as a student and the one I want my future children to come to know and love. I am so grateful to have shared this journey with you and cherish our friendship. It is because of you that this journey was possible. To Mrs. S’ students: thank you for allowing me to share in your journey, for being brave and open and honest everyday, for loving me, and for welcoming me into your community. Each and every one of you showed me what it meant to be vulnerable, to be brave, and that you are never too old to play soccer baseball. At the end of April, you decided that you were not ready to say goodbye. I want you to know that I, too, struggled to say goodbye. You filled my life with light and love, and telling your stories has been a true honour. As I write this, I am reminded of the laughter, and sometimes tears, that we shared together, the important moments of learning, but mostly I remember you. I hold so many special memories of each of you and it is only because of you that this work was possible. Remember to always speak your truth, love yourselves unconditionally, be proud of who you are becoming, and never stop fighting for what you believe in. Mrs. S was right when she said, “You are our future” and I know the future will be brighter because of you. Thank you for being a part of my life and for leaving your imprint on my heart. Thank you to all of my professors who have shared in this journey. In particular, I would like to thank Michelann, my doctoral supervisor, for nudging me down this path, for your tireless efforts from beginning to end, and for helping me believe in the voice I have to share. You have been my supervisor, but more importantly a mentor in this journey of self- discovery. I always felt supported and heard, you respected my voice, and always ensured I had agency. Your continual reassurance helped me push through moments of extreme self-doubt and helped me forge my path even amidst the tallest grass. To Tara-Lynn who helped me discover my ‘qualitative heart’ and reassured me that it was okay to let my heart lead me where I needed it to go. You have been an unwavering support system throughout this entire journey. You have always treated me as an equal even when I didn’t feel like one. Your encouragement and feedback were an invaluable part of my becoming. Terry, thank you for supporting and encouraging my love of theory. Your feedback and thoughtful responses not only challenged my thinking, but strengthened my research and sense of self. You have been a true blessing throughout this journey. Finally, Janette, thank you for helping me to see that my research and my voice are valuable. iv Thank you to my family, particularly my parents who always encouraged my love of learning and helped me to know my voice was important even from a young age. No matter where I go in life, you are always standing behind me. Thank you to my sweet nephews, especially Connor who always sent me texts to check in on how ‘my book’ was doing. And finally, thank you to my incredibly supportive partner, Chris. Without you, this journey would not have been possible. You have been my guiding light through the darkest moments, my shoulder to cry on, my cheerleader, my sounding board, and the person who always makes me laugh! I said it from the beginning, but you truly deserve an honorary doctorate for everything you have done and put up with over the last four years. You have given me so much unwavering love and support and you have pushed me through when the journey seemed too daunting. I can never repay you for your sacrifices, but I will spend the rest of my life trying. I love you and our crazy, beautiful, wonderful life together. v Dedication My dissertation, or what the Grade sixes called ‘our book,’ is dedicated to Mrs. S’ class. I would also like to dedicate my dissertation to ‘Poppy,’ our unborn child. I dedicate this to you, my love, in hopes that when you are old enough to go to school you will experience learning that is “nurturing and thoughtful and just all at once” (Greene, 1991, p. 43). Your (not so) gentle kicks remind me why I keep fighting. Love always, Mom vi Table of Contents Thesis Signature Page ..................................................................................................................................... ii Abstract ............................................................................................................................................................. iii Acknowledgements ......................................................................................................................................... iv Dedication .......................................................................................................................................................... vi List of Figures ................................................................................................................................................. xi Chapter One: A Roadmap For Our Journey ............................................................................................... 1 Preamble ........................................................................................................................................................................ 1 Who Am I? Exploring My Being and Becoming ................................................................................................ 2 Tale # 1: Grade Ten History Class .................................................................................................................... 2 Tale # 2: Finding Sociology ................................................................................................................................ 3 Tale # 3: Doctoral Studies ................................................................................................................................... 4 Purpose of the Inquiry ................................................................................................................................................ 7 Research Questions ..................................................................................................................................................... 8 An Ethnographic Roadmap ....................................................................................................................................... 9 Definitions ................................................................................................................................................................... 13 Critical Literacy ...................................................................................................................................................