Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse

Abstract

Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member, features 2 girls exploring issues of hairstyle, race, and cultural identity. Data were analyzed using 3 lenses—grounded theory, existing typologies for content analysis, and critical discourse analysis. Findings highlight how the students drew on and used diverse textual resources, sources of knowledge, and critical practices, as well as how participants situated themselves within larger social discourse. These findings were then collectively analyzed to further understand the nuances of using each analytic tool and the implications for this classroom and critical literacy research at large. Our research design, experiences, and findings invite further exploration of the promises, challenges, and complexities of studying classroom practices from critical perspectives.