Amy Seely Flint

Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse.

Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member, features 2 girls exploring issues of hairstyle, race, and cultural identity. Data were analyzed using 3 lenses—grounded theory, existing typologies for content analysis, and critical discourse analysis. Findings highlight how the students drew on and used diverse textual resources, sources of knowledge, and critical practices, as well as how participants situated themselves within larger social discourse. These findings were then collectively analyzed to further understand the nuances of using each analytic tool and the implications for this classroom and critical literacy research at large. Our research design, experiences, and findings invite further exploration of the promises, challenges, and complexities of studying classroom practices from critical perspectives.

Creating the perfect storm in professional development: the experiences of two American teachers and a university research team

The present article discusses the impact of a localized and generative model of professional development on the teaching lives of two American elementary school teachers and a university research team. Within the framework of the ethic of care, the study focused on the construction of relationships between university team members and teachers that were caring and reciprocal. Analyzing transcripts from debriefings over a two‐year period of time, the researchers identified three primary themes that not only demonstrated care between the members of the group, but also enabled all members of the group to grow and develop. The themes—confirmations, invitations, and celebrations—provided a better way to understand the practices and roles that the teachers and university team members claimed, maintained, and developed as they renewed their professional lives and identities.