Morrell’s study on critical research seminar involving students, teachers, and university researchers highlights the significance of using critical literacy approach in professional teacher education program. The focus of Morrell’s study is on the teachers who are participating in this seminar and the ways in which they were participated in the “community of practice” of critical inquiry. Collaborative and critical inquiry based on their own teaching could allow teachers to position themselves not only as self-regulated professionals but also as ones who pursue social actions through teaching.
In order to describe teachers’ experience in the seminar, Morrell employed the concept of “peripheral participation.” According to this concept, learning as situated activity takes place as practitioners acquire knowledge and skills for participating in the community. In addition, their identities are shaped through their participation. In the critical research seminar, participant teachers are new to critical literacy. Thus, they participate in the seminar as peripheral participants by acquiring knowledge and skills for critical literacy practices. Morrell highlighted four features of teachers’ peripheral participation: 1) teachers’ teaching episodes were important artifact through which they reflect their teaching; 2) teachers collaboratively planned and debriefed sessions in order to modify their teaching while avoiding problematic teaching practices; 3) teachers could have opportunities to watch professional practices, which led conversations “about styles, approaches, and philosophies that are often absent from the culture of teaching (p. 95); and 4) teachers also had extensive opportunity to consider philosophical ideas about teaching by making a connection to their own teaching practice and situation. Morell indicated that peripheral participation allowed teachers to take risk to share their teaching moments and their opinions while they are taking a position as learners. In addition, teachers could also gain agency over teaching practices and shape identities as professionals who are collaborative and flexible to reflect and modify their teaching, yet also have power to avoid what it not right for thier students and to pursue social justice.
One thing that I thought interesting was from one of the teacher fellows, Ramon’s comments. He mentioned that there is no inappropriate topic to talk about with students. I agree with him in that any topic generated from students can be a important moment to lead meaningful discussions with students. In that way, I think that their learning come from their own experiences. Then, how can we strategically and systematically approach students’ wonderings and noticings from their life experiences? How can teachers also prepare to organize the discussions?
In the similar vein, I became also wondering how critical literacy approach can be employed in preservice teacher education program. Even though preservice teachers’ teaching experiences are somewhat constrained by their internship program, they do have teaching experiences not only from their teaching placements, but also from observations of their cooperating teachers’ teaching practices. I wonder in what ways critical literacy practices can be employed in teaching methods class.
