Journal of Research in Innovative Teaching - National University

elementary-age students. Linked with the potential use of multicultural texts is the question of
how these texts are shared with students and how students are encouraged to respond to these
texts. Educators must take a critical stance and explore innovative strategies that are effective in
helping students address and confront issues surrounding the text. Learning about other cultures
and participating in critical thinking about the text and personal responses to that thinking are
essential to understanding and changing beliefs. Although, much of the focus, research, and
practice of this critical literacy practice occur at the high school and middle school levels,
children of all ages have the capacity to be critical readers of multicultural text (Botelho &
Rudman, 2009; Vasquez, 2004).
The purpose of this educational research was to explore the role of interactively reading
aloud multicultural books to fourth grade students coupled with critical literacy discussions and
written student responses as a means of altering student perspectives of others different from
themselves. The study also explored whether the use of this innovative approach of critical
literacy instruction could be beneficial in helping students accommodate cultural differences and
also be a tool for increased tolerance and social action by students.
Theoretical Framework for the Study
The overarching theory that forms the framework for this study is critical literacy. Critical
literacy is grounded in the beliefs that the teaching of literacy is never neutral, is focused in
equity and shared decision-making, is empowering, and leads to transformative action (Allen,
1997; Creighton, 1997; Powell, Cantrell, & Adams, 2001). Critical literacy is a form of social
practice in reading, writing, and dialogue that enables students to engage with text, understand,
and confront social, political, or economic realities of daily life, and engage in critical
relationships (Foss, 2002; Henkin, 1998; Macphee, 1997; Moulton, 2002). The goal of critical
literacy is to go beyond conventional notions of reading and writing to a level of critiquing and
challenging texts, recognizing connections between one’s life and the social structure of the text,
engaging in critical thinking and questioning, and moving toward transformation of one’s self
and one’s world (Heffernan & Berghoff, 2000; Houser, 1999; Vasquez, 2004). It is dependent on
the interactions of the students and teacher with each other and with the texts. Critical
literacy requires critical conversations examining power and multiple perspectives, finding one’s
authentic voice, recognizing and crossing social barriers, regaining one’s identity, and listening
and taking action to promote social justice (Botelho & Rudman, 2009, Ciardiello, 2004; Hall &
Piazza, 2008; Leland, Harste, Ociepka, Lewison, & Vasquez, 1999; Nieto, Botelho & Rudman,
2002). A critical literacy perspective also requires that students be active participants in reading
for real purposes, real audiences, and real action (Boutte, 2002; Lewison, Flint, & Van Sluys,
2002). This critical literacy practice pushes all readers to analyze literature critically; to dispute
and question to find out what they believe about race, class, and gender differences; to read
literature closely to discern the meanings given to power and difference in society; to examine
and reflect on multiple perspectives; and to promote social justice (Leland & Harste, 2000;
McLaughlin & DeVoogd, 2004).
Critical literacy calls upon teachers to teach the complexities of the reading process, to
examine the texts used in the classroom for cultural and gender representations and bias, and to
develop a classroom environment conducive to critical interactions by students with text and
with other students. Critical literacy requires that the teacher highlight controversial and
provocative issues in student-centered discussions that encourage students to reflect on their own
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