This provocative new title in the NCRLL Collection is a call-to-action for new and experienced scholars to re-examine their biases and assumptions and adopt a more critically conscious stance in their work. Balancing a historical grounding with contemporary research, this book focuses on how critical theories are manifested in language and literacy research. The authors examine overlooked roots and routes to present-day critical thinking and predict how branches of theorizing may emerge, evolve, and transform research in a democratic society.
- Situates critical theorizing in a global context.
- Provides a framework for understanding shifts in critical theorizing.
- Features innovative critical analysis of current language and literacy research.
Challenges new and experienced researchers to actively address social justice
“This is a wide-ranging work that will serve as a rich resource for teachers, researchers, and activists. It should have a prominent place in every social justice library.”
―Peter McLaren, UCLA, Graduate School of Education and Information Studies
“On Critically Conscious Research is an eminently readable analysis and summary of the major methodological and epistemological questions and controversies concerning critical theory in literacy research. For anyone interested in learning about, understanding, and engaging in research with a critical edge, this book is an essential resource.”
―Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst
Arlette Ingram Willis received her Ph. D. from the Ohio State University. She is currently a professor at the University of Illinois at Urbana-Champaign in the Department of Curriculum and Instruction, the division of Language and Literacy. Her publications include Teaching and using multicultural literature in grades 9-12: Moving beyond the canon (1998), Reading comprehension research and testing in the US: Undercurrents of race, class, and power in the struggle for meaning (2008); two co-edited books Multiple and intersecting identities in qualitative research (with B. Merchant, 2001); Multicultural issues in literacy research and practice (with G. Garcia, R. Barrera, and V. Harris), and numerous articles, monographs, and book chapters. She received the LRA Oscar S. Causey Award for Outstanding Contributions to Reading Research.
LaTanya (Burke) Lambert is currently the lead teacher at Austin Polytechnical Academy (APA). LaTanya has been teaching in the Chicago Public School district for the past 8 years. She has extensive experience in the realm of small school development as a pioneer teacher at Small School of Entrepreneurship at South Shore campus and now as lead teacher and programmer at APA. She is currently pursing an administrative certificate in an effort to help assist in the production of effective future urban educators.
Helena Hall received her Ph.D. from the Department of Curriculum and Instruction, the Language and Literacy division, at the University of Illinois at Urbana-Champaign. She also earned doctoral certificates in Writing Studies and in Second Language Acquisition and Teacher Education (SLATE). During her graduate career, she taught a variety of composition classes at the University of Illinois as well as worked at the University’s Writing Center. Her major research interests are writing across the curriculum and second language literacy: second language writing development, assessment, and instruction. Currently, Helena is the Writing Center director at Loras College in Dubuque, Iowa.
Ana Lucia Herrera is a first generation immigrant who lives and teaches elementary school in Chicago. She received her Bachelor’s and Master’s degree from the University of Illinois. She has presented her research on language, literacy, and identity at national conferences. Currently, she enjoys the privilege of sharing her life with little people who teach her how to become a more compassionate, tolerant, and loving person.
Catherine Hunter is the Research Assistant for the Center for Education in Small Urban Communities. She is also a doctoral candidate in Curriculum and Instruction, the division of Language and Literacy. Ms. Hunter is a certified Teacher Support Specialist and has taught secondary English Literature, Reading, and French in Dougherty County, Albany, Georgia from 1990-1999. Her research interests are literacy education at the secondary level, specifically in the areas of socio-cultural influences on literacy and schooling, and the literacy education of culturally and linguistically diverse students. Her publications are: Hunter, C., and Willis, A. (2007). Reflective writing: Transforming lives, ideas, and the future of English education. In K. Keaton and S. Vavra (Eds.), Closing the gap: English educators address the tensions between teacher Preparation and teaching writing in the secondary schools . Greenwich, CT: Information Age Publishing.; and Buckley, L.A., Connor, J.J., Hunter, C.D., Williams, S. O. Review. Murrell, Jr., P.C. African-Centered Pedagogy: Developing Schools of Success for African American Children. Journal of Curriculum Studies, 35(3): 399-403, 2002.
Mary Veronica Montavon was born in Washington, D. C. She taught in private schools in Chicago and Guatemala City and in public schools in rural southern Illinois for 15 years. She coordinated and directed the Migrant Education and Bilingual Education programs in one rural district for more than a decade before receiving her Ph. D. from the
University of Illinois in Urbana-Champaign in 2003. She is currently a lecturer in the Department of Linguistics at Southern Illinois University, teaching endorsement courses for ESL and bilingual teachers in the MATESOL Program. Her scholarly interests include second language literacy, critical literacy and sociocultural impediments to equitable education.
