| This multiple-manuscript dissertation comprises four papers on critical literacy for transformative and democratic education, exploring the history and evolution of literacy towards or away from critical literacy, and critically examining the role of literacy in a current educational paradigm - the Common Core State Standards.;In Critical Literacies for Transformation: A Review of the Literature and Common Core State Standards (CCSS), two concepts of critical literacy, Freirean and Australian, are defined. A review of the literature in democratic countries with national or almost-national curriculum and standardized testing shows that either approach may yield transformative results. Additionally, the paper provides critical analysis of language in CCSS.;Juicy Stories, Classroom Literacies, & Critical Teaching, introduces examples of multi-modal literacies, offer arguments for using multiple literacies for engagement, presents research supporting use of multiple literacies for critical teaching, and give examples of critical literacy praxis for democratic ideals and civic engagement. It concludes with tips for critical teaching. An annotated bibliography of K-12 literacies for critical teaching is provided.;Negotiating a Critical Literacy Stance: Exploring the Intersection of Multicultural Literature & Praxis uses critical theory and positioning theory to suggest correlation between teachers' definitions of and rationales for using multicultural literature and their views on critical literacy. Adopting an understanding of "multicultural" ranging from assimilationist to culturally pluralistic, and of critical literacy as having four dimensions (disrupting the commonplace, interrogating multiple viewpoints, focusing on sociopolitical issues, and taking action and promoting social justice (Lewison, Flint, & Van Sluys, 2002), I explore three teachers' ideas of how to use multicultural literature to teach diverse student groups.;A Case for the Conceptualization of a Theoretical Model for Teacher Self-Evaluation in the Area of Critical Praxis, introduces "The Critical Praxis Chart," a tool to guide reflective and instructive practices using critical and positioning theories, definitions of multiculturalism, and dimensions of critical literacy praxis, in order to frame an understanding of critical praxis. If chosen, the tool can be used to help teachers identify and evaluate their own role in critical teaching and democratic pedagogy. |
