Critical Literacy: Theories and Practices, Vol 9, No 2 (2015)

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Preservice teacher bricolage: Incorporating critical literacy, negotiating competing visions

Laura May


We examine how preservice teachers incorporate critical literacy into their envisioning of their first year teaching. Drawing on a bricolage metaphor, we investigate how preservice teachers define their work as educators and which tools they pick up for use from an urban elementary teacher preparation program’s literacy strand. Findings indicate that preservice teachers were appropriately ambitious in their understanding of the role of educator. As they envisioned their future classroom, they made use of some but not all course-recommended content. A particular type of text seemed more influential as it allowed them to develop clear visions of something different. 

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Critical Literacy: Theories and Practices is a non-commercial initiative committed to the ethical dissemination of academic research and educational thinking. CLTP acknowledges the thoughtful dedication of authors, editors and reviewers to develop and promote this open journal initiative. The journal receives copy-editing sponsorship from the Faculty of Education at the University of Oulu, Finland. CLTP has previously received  copy editing support from the Centre for the Study of Social and Global Justice at the University of Nottingham, UK.