Enhancing critical multicultural literacy amongst pre-service teachers in a Bachelor of Education programme
CITATION: Esau, O. 2014. Enhancing critical multicultural literacy amongst pre-service teachers in a Bachelor of Education programme. Per Linguam : a Journal of Language Learning, 30(3): 69-81, doi:http://dx.doi.org/10.5785/30-3-595.
The original publication is available at http://perlinguam.journals.ac.za
In this article I reflect on how I attempted to inculcate and enhance critical multicultural literacy in my Bachelor of Education classroom. Critical multicultural literacy educators focus not only on curtailing bias and inequity in the classroom, but also on promoting social justice in society at large. In this article I argue that the development of critical literacy promotes social justice and the exploration of language and literature in many forms. Using a grounded theory approach, I analyse data sources, including interviews, focus group discussions and questionnaires. Findings suggest that exposing pre-service teachers critically to multicultural literacies develops and nurtures much needed social consciousness and social justice in future educators. From an action research perspective, I also discuss implications for future practice.