Critical histories

On re-reading a chapter written by Barbara Comber, I was struck by the following:

‘Teachers who are engaged in a critical literacy project have assembled and continue to assemble their theoretical, research, and pedagogical repertoires over time and across careers. They respond to changing times and circumstances rather than simply replicating old formulae.’ (Comber 2001: 273).

One of the important tasks of this project, then, is to map out these journeys over time, develop reflective accounts, life-histories, autobiographies, autoethnographies of educators interested in critical literacy practices. Guy and Julia have been developing an autoethnography here in relation to their own blogging experiences.

I’m going to use the resources on this site in order to produce podcasts of our critical literacy educational histories – at least those of myself and the teacher I am working with. What are the questions we should be asking ourselves as we do this? Perhaps this should be a thread on the discussion board here…

Jackie

(Reference - Comber, B. (2001) Critical literacies and local action: Teacher knowledge and a ‘new’ research agenda. In B.Comber and A. Simpson (eds) ‘Negotiating Critical Literacies in Classrooms’. Mahwah, NJ: Lawrence Erlbaum. )