Date of Award

2017

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

Abstract

Critical literacy is a cultivated habit that students learn in order to read media texts in their world more consciously. The Catholic context is ideal for work around critical media literacy due to a continued mission and vision around social justice. This research fills gaps in literature relating to critical media literacy in Catholic schools. The goals are threefold: (1) to study the transformational learning of teacher residents as they learn about and implement critical media literacy in urban Catholic schools, (2) to identify supports and barriers related to this process in order to better address critical media literacy implementation and its challenges in Catholic classrooms and schools, and (3) to track teacher residents' perceptions of social justice and literacy in order to see what significance, if any, continues to exist between critical media literacy and the Catholic creed in theory and in practice.

This study uses the lens of critical transformational learning, an amalgamation of transformational learning theory, critical pedagogy, ecological systems theory, and the idea of propriospect, to analyze findings. Analysis occurs through conventional and directed content analysis. Major findings reveal that transformational learning did take place and teacher residents did implement critical pedagogy. Teacher residents considered themes such as accountability, logistics, and student knowledge as they thought about critical media literacy lesson plans. Barriers and supports present as they did the work in the Catholic context are of particular interest in this study.

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