Beck (2005) suggests that critical literacy is not risk-free and that these risks need to be assessed before critical literacy is implemented by the teacher regardless of the context. Risks associated with critical literacy are also compounded by curriculum design, social-cultural expectations, political ideologies, and pedagogical beliefs. The researcher of this paper highlights the potential barriers to the creation of a critical literacy pedagogical curriculum for Year Seven student in England. The researcher also outlines the justification for the inclusion of critical literacy in the national Curriculum in England. Interviews were conducted with four teachers. The analysis of the collected data utilised Wolcott’s framework for transforming qualitative data. Results highlighted several potential barriers for the construction of a crucial literacy pedagogical curriculum within a secondary school.
|Keywords:||Crucial Pedagogy, Inclusion, Policy, Curriculum, Culture, Social Justice|
Programme Coordinator, Academic Programming and Delivery Division, University of the West Indies Open Campus, St. Augustine, Trinidad and Tobago