This action research study utilizes a critical literacy framework to bring issues of privilege and power into critical dialogue with elementary students. The study is based on the idea that disadvantaged groups can eventually agitate for societal change if they are prompted to begin to critically question systemic inequalities from a young age. Thus, instead of allowing dominant culture to dictate unfair norms and practices by simply abiding to the status quo, this study suggests that elementary teachers should aim to be the vehicle for transformational change by implementing pedagogy that encourages students to think deeply and critically. Over time, the hope is that these students will active civic agents that question issues of power and privilege and become proponents of change. This results in this study support the premise that a critical literacy may indeed prompt poor and working-class students to become more aware of the implications of unequal access to power and privilege. In addition, the critical literacy practice enabled the students to be more aware of the power of their own voice, words, and actions.
Pollard, Barbara A.. "Utilizing a Critical Literacy Framework to Discuss Issues of Power and Privilege with Elementary Students." Intersections: Critical Issues in Education 3, 2 (2019). https://digitalrepository.unm.edu/intersections/vol3/iss2/5