Critical discourse analysis of preservice elementary teachers' literacy pasts

This study explores the preservice elementary teachers' literacy pasts based on their narratives using Gee's (2011) and Fairclough's (2001) analytic categories. The results indicated that family, school, and social environment were all contributing factors in becoming literate beings, however, the lack of supporting resources for the development of language and literacy identity became evident. Most of the narratives comprised personal experience-oriented discourses that were more descriptive and less interpretive and explanatory. The cultural and political dimensions of society and their influential role were less apparent. The need for supportive experiences based on critical pedagogy is evident. (c) 2022 Elsevier Ltd. All rights reserved.

Automated summary

This study explores the literacy pasts of preservice elementary teachers through their narratives. The results indicate that family, school, and social environment play important roles in shaping their literacy development. However, the lack of supportive resources for language and literacy identity becomes evident. The narratives mainly focus on personal experiences and are descriptive rather than interpretive and explanatory. The need for supportive experiences based on critical pedagogy is apparent.