An Exploration of Teachers’ Practices of Critical (Visual) Literacy and the Factors Impeding the Implementation Thereof

Abstract

Although there are many definitions and context-specific use of critical literacy and critical visual literacy, there is unfortunately very little support to teachers on how to implement it in their classrooms. This desktop research thus explored the practices of, and the challenges pre-service and service teachers face when dealing with critical literacy and critical visual literacy. Data collection included online articles on the subject matter from the year 2005 to the present in various contexts; to understand critical literacy and critical visual literacy practices among teachers around the world. The study discussed the various accepted definitions of critical literacy and critical visual literacy. It then discusses their place in an Apartheid ridden South Africa. The literature reviewed revealed that teachers face internal, contextual, and external barriers in their attempts to teach critical literacy and critical visual literacy. In addition, while they have the power to overcome certain barriers, they do not have such power with others. Ultimately, this research ends with establishing the gaps in terms of research around critical visual literacy and the pedagogical practices thereof, and suggested areas for future research to better understand teachers’ challenges. Keywords: critical literacy; critical visual literacy; critical literacy theory; teachers’ practices