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Critical Literacy Critical Teaching: Tools for Preparing Responsive Teachers


reviewed by Glenda Moss — 2006

coverTitle: Critical Literacy Critical Teaching: Tools for Preparing Responsive Teachers
Author(s): Cheryl Dozier, Peter Johnston, Rebecca Rogers
Publisher: Teachers College Press, New York
ISBN: 0807746452, Pages: 210, Year: 2006
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I wondered how far I would read into this book before making a meaningful connection out of which to converse and begin this book review, or response. I am on page 79 and I want to talk to Cheri Collisson and Nakresha and other teachers and learners who are exploring what it means to be critically literate, to teach for critical literacy development, and to prepare culturally responsive teachers. Although I am now 56, I can still remember both years that I attended second grade. I continued to be placed in the lowest reading group at the end of the second year in second grade. I was in grade nine and Grace Shelton was my teacher, when I learned to skip words that I did not know and move forward in becoming a reader. Grace became my English teacher in January 1965. She assigned my class to read The House of... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 8, 2006, p. 1691-1694
http://www.tcrecord.org ID Number: 12276, Date Accessed: 10/23/2017 4:50:38 PM

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About the Author
  • Glenda Moss
    Indiana University—Purdue University Fort Wayne
    E-mail Author
    GLENDA MOSS, an Assistant Professor of Teacher Education at Indiana University—Purdue University Fort Wayne, is Co-Site Director for the Appleseed Writing Project—Indiana and co-editor of Scholarly Partnerships Edu. Following 13 years as a full-time middle school teacher, she now prepares secondary teachers. Moss views her teaching and researcher as inseparable, using critical narrative inquiry methods in her teaching and research of her teaching. She believes in the potential of critical narrative inquiry as a path to developing critical pedagogy among teachers and is working with Hampton Press on a book publication, Crossing Boundaries and Building Learning Communities: Critical Education and Narrative Research as Praxis, to present narrative inquiry as a tool for revitalizing teacher education. Moss researches critical narrative inquiry and uses the same inquiry methods to research and develop teacher education, critical pedagogy, multicultural education, portfolio assessment, and educational leadership.
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