The recursive process in and of critical literacy: Action research in an urban elementary school

Abstract

This paper provides an overview of the recursive process of initiating an action research project on literacy for students-at-risk in a Canadian urban elementary school. As this paper demonstrates, this requires development of a school-wide framework, which frames the action research project and desired outcomes, and a shared ownership of this vision by school community and staff. Preliminary understandings provide information and considerations that serve to inform discussions about school/curriculum reform and related concerns about critical literacy.