Creating possibilities for critical literacy in the classroom – a study of L1 student teachers' didactic reflections

Abstract

Critical literacy has gained an essential position in educational research in the Nordic countries. The interest is frequently related to changes in the text culture. In a Norwegian context it is also related to the introduction of a new curricula (LK20) with increased attention to critical perspectives. This article examines a group of future L1-teachers understanding of literacy and how they facilitate for critical literacy in the classroom during their internship in school. The article is based on observation during a course in subject didactics in a teacher education program and qualitative interviews with 20 teacher students. The study shows a diversity in the students understanding of literacy. However, we find two main tendencies in the material: A group of students perceive literacy as a broad communicative competence that encompasses understanding, interpretation and production of text, and they see texts as part of a social context. They regard textual competence as a prerequisite for civic participation, and link reading and writing instruction to the pupils' opportunities for knowledge acquisition and citizenship. A smaller group of students express a far narrower understanding. For these students, text competence is basic reading and writing skills exclusively. The study also shows that students in both groups mainly plan for training of basic reading and writing skills. Only a small minority of students facilitate text work that promotes critical literacy. There may be a correlation between students' perception of literacy and text practices in the classroom. The article discusses possible implications in teacher education.