Authoring Counter-Narratives: Showcasing Student Voice through Critical Stance

Abstract

In this teaching tip, we provide a method for teaching middle and secondary English language arts (ELA) students to assume a critical stance while reading and responding to diverse literature and media. Specifically, we address the infusion of critical literacy as a pedagogy to enable students to engage in criticality by identifying negative stereotypes and harmful biases, and then take action by offering counter perspectives. We begin with a brief discussion on critical literacy as a means to promote critical stance, followed by the learning activities for classroom instruction and a student example to illustrate the power of critical stance to promote student agency. Our method for critical stance instruction draws upon Rosenblatt’s (1978) seminal work on literature-based instruction that reading is a transaction between the reader and the text and Leland et al. (2018) who explicated that readers need to engage in critical transactions—a dimension of critical literacy.