Critical Pedagogy and literacy teaching in Grade 4 classrooms

Abstract

This study investigated the use of critical pedagogy in literacy teaching in the Grade 4 classrooms of two Quintile 1-4 schools on the Cape Flats, in the Western Cape. Its purpose was to provide Grade 4 teachers in disadvantaged schools on the Cape Flats with an opportunity to share their experiences of teaching literacy. The research approach is qualitative and used a case study of two randomly sampled Quintile 1-4 schools. The exploration sought to determine the extent to which literacy teachers employ critical pedagogy, and how the socioeconomic backgrounds of the learners influence literacy achievement. To frame the exploration, the study entails an overview of critical theory, critical pedagogy, literacy teaching and the social and political landscape on the Cape Flats in South Africa. The study employed critical literacy theory as the theoretical framework, in conjunction with Freire’s (1970) theory of practice. Thus, this study is underpinned by Freire’s (1970) Critical Pedagogy as well as the Sociocultural Theory of Bronfenbrenner (1979). These theories offer complementary perspectives on how individuals develop and learn within their environments, particularly in educational settings.