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- W2137658532 abstract "This study draws from a number of researchers who push for critical literacy and a critical stance to question power, inequality, and the status quo; to understand scholars’ own participation in power structures; and to reframe and retheorize scholars’ beliefs and understandings. In this article, the author uses the critical stance framework to analyze preservice English language arts teachers multigenre inquiry projects, projects that were meant to engage them in reflection, critical thinking, and action. The qualitative analysis of classroom-based work is guided by the following questions: To what extent do preservice teachers go beyond answering a question of interest to adopting a critical stance, and what does this critical stance look like?" @default.
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- W2137658532 date "2012-03-29" @default.
- W2137658532 modified "2023-10-17" @default.
- W2137658532 title "“This Project Has Personally Affected Me”" @default.
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- W2137658532 doi "https://doi.org/10.1177/1086296x12440430" @default.
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