ERIC EJ1141489: Are We Making "PROGRESS"? A Critical Literacies Framework to Engage Pre-Service Teachers for Social Justice

2017·0.82 MB·English

by  ERIC

Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
Are We Making “PROGRESS”?
A Critical Literacies Framework to Engage Pre-service Teachers for
Social Justice

Holly C. Matteson
&
Ashley S. Boyd

Abstract: In this article, authors describe an original framework aimed to acquaint pre-service English
teachers with concepts related to social justice to facilitate their critical literacies related to eight components:
positionality, race, orientation, gender, relationships, environment, social class, and stereotypes
(PROGRESS).Authors then illustrate this text-based approach through an application of the paradigm to the
young adult text The Absolutely True Diary of a Part-Time Indian with the hope that this model will be both
useful for helping pre-service teachers participate in critical conversations on literature and social issues as
well for assisting those candidates in finding starting points for similar work with their future students.
Possibilities for implementing the paradigm in classroom practice are offered, which embrace examining
intersectionalities and recognizing silences in the myriad texts to which the framework can be adapted.
Keywords: teacher education/professional learning, social justice/activism, children's & young adult
literature
Holly Matteson currently attends Washington State University where she is pursuing a degree in English.
She is a Research Assistant in the Department of English and serves as President of the English Club. Her
areas of inquiry include critical literacies, English education, and adolescent literature. She recently won a
university research award for her work on PROGRESS, an original framework for engaging pre-service
teachers' critical literacies.
Ashley Boyd is Assistant Professor of English at Washington State University where she teaches graduate
courses in critical theory and undergraduate courses in English Methods and Young Adult Literature. Her
research interests include social justice pedagogies and young adult literature. She has recently published
in The International Journal of Critical Pedagogy, Educational Studies, and The New Educator.

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Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
I n many institutions across the nation, and demographics, however, we must educate

multicultural and social justice education— candidates currently in our pre-service classrooms
the promotion of equity and understanding of to work knowledgeably and effectively with all the
power and oppression—exist in some form in pre- students they will encounter (Boyd, in press). As one
service teacher coursework (Gorski, 2009).1 While way to engage pre-service teachers in the social
there are varied conceptions of social justice justice endeavors endorsed by CAEP and to develop
education, the core value intertwined through all and subsequently assess their knowledge of critical
definitions involves recognizing and “challenging concepts, we here offer an original framework:
the inequities of school and society” (Cochran- PROGRESS.
Smith, Gleeson, & Mitchell, 2010, p.37) while
working to advocate and change these inequities. In Although there is a multitude of literature on
the field of English Education specifically, the broader social justice pedagogies and paradigms,
groundbreaking work of the Social Justice Strand of candidates need discipline-specific, organized ways
the Conference on English Education (2009) has to help them develop the language and schemas for
secured the inclusion of ‘social justice’ in standards talking about areas related to social justice. With the
governing English teacher preparation, which have exception of miller’s (2015) Queer Literacies
been approved by the Council for the Accreditation framework, a model like the one we offer here, one
of Educator Preparation (CAEP). Based on these that explicitly names and organizes thought around
criteria, teacher candidates must demonstrate that a set of equity-oriented topics, is lacking in the field
they have enough familiarity with social justice of English Education. While we recognize and agree
theories to plan and implement lessons accordingly. with the tendency to shy away from rigid
They should, therefore, illustrate that they discern classifications or prescriptive curricula in social
clear connections between theory and practice, that justice education, in our position as pedagogical
they can infuse their discipline-specific work with realists (Boyd & Dyches, 2017), we also avow the
broader knowledge of culture and equity (Dyches & importance of scaffolding candidates’ potential to
Boyd, in press). Melding information on social tackle difficult topics and thus feel a framework that
justice with content knowledge is a difficult task, sets them on this path is necessary. It is our hope
and it is one that we in the field are working to make that this paradigm will be both useful for helping
more accessible to our students. pre-service teachers participate in critical
The presence of social justice in CAEP standards is conversations about texts and social issues as well as
affirming to those of us in teacher education who for assisting those candidates in finding starting
wish to prepare our candidates for the diversity of points for similar work with their own future
students they will work with and to do so in students.
thoughtful ways. We now know well that statistics
show a rise in varied student demographics while In what follows, we set the theoretical foundations
the teaching force remains largely White, female, on which we constructed the framework and we
middle class, and heterosexual (Boser, 2014; provide a detailed portrait of each of its
Ingersoll, 2011). Regardless of teachers’ backgrounds components. We suggest ways teachers might

1 We acknowledge and respect that there is a gender as female, and “ze” for individuals who identify as gender-
spectrum and that myriad pronouns exist that we can use non conforming. We have selected these pronouns
when referring to individuals in our writing. Throughout because we believe they are more familiar for a diverse
this article we will use “he” to refer to individuals who audience of readers.
identify as male, “she” to refer to individuals who identify

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Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
address the framework in their classrooms and help practices only meant for high-ability students.
students connect to its individual pieces. Then, we Rather, any embodiment of critical literacies takes
offer an illustration through a popular young adult seriously how language works in everyday
text, The Absolutely True Diary of a Part-time Indian environments to shape our perceptions (Lewison,
(Alexie, 2007), showing how the model itself can be Leland, & Harste, 2014). The end goals of critical
utilized tangibly. Careful to note the complexities in literacies are to achieve the aims of social justice and
this work, especially with regard to intersections and to engage with the world for the benefit of local
silences surrounding oppression, we describe the communities and broader contexts in ways that
ways such realities can also be addressed while using foster equity (Epstein, 2014). Specifically, “critical
this framework. Finally, we conclude with literacy interrogates texts in order to identify and
considerations for classroom practice, postulating challenge social constructs, ideologies, underlying
several ways that PROGRESS might be implemented assumptions, and the power structures that
with students. intentionally and unintentionally perpetuate social
inequalities and injustices” (Wallowitz, 2008, p. 2).
Theoretical Foundations: Fostering Critical Evolving from an understanding of reading and
Literacies for Social Justice writing in the traditional sense to observing,
evaluating, and analyzing the way the world
While “social justice” has operates—including the ways
characteristically been defined “…English Education is not people engage with society—
as fairness and equality for all— a simplistic field of critical literacies offer students
including the respect for basic an opportunity to build and
practice; rather, it requires
human rights—Sensoy and hone their analytic lenses in
nuanced, yet concrete,
DiAngelo (2012) added a critical reference to the world around
element, differentiating social approaches to accomplish them. New literacy scholars (e.g.
justice from “‘critical social Gee, 1996) have challenged us in
myriad purposes.”
justice”. This distinction the English education sector to
considers the ways in which see that “literacy is no longer
society is significantly stratified along group lines viewed as merely a set of skills one must master, but
(e.g. by race, gender, class, ability) and discerns how as a set of practices, beliefs, and values as well as a
inequality is deeply embedded in society. Critical way of being in the world” (Mulcahy, 2008, p. 15).
social justice also entails actively seeking to change
these injustices (Sensoy & DiAngelo, 2012). As a set of practices, then, Campano, Ghiso, and
Recognizing structural dynamics within society and Sanchez (2013) re-conceptualize critical literacies as
working to transform them is accomplished in plural and as “critical orientations and dispositions
English classrooms through engagement with already seeded in the soil of [students’] local
critical literacies. context” (p. 102). Attempting to mitigate the
hierarchical power structure that often exists in
Critical literacies operate through critiquing texts teachers’ enactment of critical pedagogies, they
for implications of power (Luke, 2000), seeing advocate envisioning students as bringing with them
inequity, and acting for change to make society knowledges from their worlds that connect to
better (Behrman, 2006). As Lee (2011) notes, critical critical work, as “emerging organic intellectuals, who
literacies are not synonymous with critical thinking employ reading to cultivate critical ideas about the
or as an instructional strategy for traditional literacy world and imagine a better future” (p. 119). Such an

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Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
approach recognizes the assets students bring to
classrooms and opens up varied possibilities for Social Justice and Critical Literacies in the Pre-
analytic engagement. We see the framework offered service Classroom
here as a way to provide students with a space to
enact those critical literacies and a structure within Working with teacher candidates to develop a social
which to do so, recognizing that it must not be used justice disposition in the pre-service context can be
in an overly rigid fashion so that it can allow for challenging, yet it is crucial. Teacher candidates
fluidity and the presence of localized knowledge often have a fear of “making waves” in their careers
that students bring with them. Ours is a platform to too early, and we know that often when teachers
“mobilize cultural and epistemic resources in begin their careers, local environments restrain
[students’] transactions with texts” (Campano, perspectives fostered in the university. Schools,
Ghiso, & Sanchez, 2013, p. 120). Thus, we hope to generally promoting more conservative practices
facilitate students’ interactions with content based than pre-service teachers learn in their universities,
on their knowledges and experiences with the tend to affect candidates when they enter their
categories of the framework. careers (Anagnostopoulos, Smith, & Basmadjian,
2007; Zeichner & Tabachnick, 1981). Teacher
From these more contemporary notions of literacies, educators must, therefore, find ways to not only
solidified by New Literacy Studies (Barton & introduce social justice to pre-service teachers but
Hamilton, 1998; Luke, 1991; Gee, 1996; Street, 1997), also to equip them with ways to accomplish it in
we now know that if students, as Freire and Macedo their own future teaching. As miller (2008) wrote, “it
(1987) coined, are to read “the word” and “the is critical that we open up conversations during
world,” (p. 29)the focus in literacy education must students’ liminal time in teacher preparation courses
include incorporating students’ critical literacies to so that we can support their emotional, cognitive,
teach for social justice. Scholars, however, in English and corporeal development as social educators so
Education have begun to ask how, when faced with that they have the tools that they can draw from in
increasingly diverse classrooms, we can address the case they should experience duress” (p. 3). Thus, we
complex issues of race, gender, social class, and need to provide our students with a repertoire from
sexual orientation (Darling-Hammond, 2002) while which to draw, not just pedagogically, such as in
encouraging a classroom of equality and justice, all how to orchestrate effective groupings of students,
within the context of state and/or federal standards but also in how to accomplish equity work in
(Alsup & miller, 2014; Christensen, 2009). It is this concrete ways with the content they will teach.
consideration of classroom dynamics that illustrates
that English Education is not a simplistic field of miller (2008; 2010; 2014), having written extensively
practice; rather, it requires nuanced, yet concrete, on tangible methods to cultivate social justice
approaches to accomplish myriad purposes. These identities and practices with pre-service teachers,
questions and complexities stimulated the work draws on Nieto and Bode (2008) to posit a meta-
described in the remainder of this article. With framework of four stages: critical reflection;
these foundations of social justice and critical acceptance; respect; and affirmation, solidarity, and
literacies, we sought to establish a clear framework critique. Each is accompanied by what miller (2010)
that aimed to engage pre-service teachers in labeled six “‘re-s’, reflect, reconsider, refuse,
beginning to analyze texts in a way that explores the reconceptualize, rejuvenate, and re-engage,” which
systems and ideologies they uphold as well as the “can be applied to . . . lessons and become practice
possibilities for dialogue they contain. for the possible social justice and injustice issues

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Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
faced by students in the field” (p. 65). The focus is the role that pedagogy plays in creating the
holistically on teacher’s identity development, conditions for equity in schools” (p. 66), and George
recognizing that candidates will make decisions ‘in explained how he facilitated connections between
the moment’ to enact their social justice young adult literature and action, having students
dispositions. miller (2010) suggested exercises to research and investigate ways to address “the
prepare pre-service students for this embodiment, injustices they read about” (p. 67). Glazier (2007)
such as having “students role-play scenes that recounted how she intentionally scaffolded her
demonstrate what a teacher can do to affirm students’ understanding of critical literacy and,
students” (p. 257). The activities proposed simulate using this knowledge, challenged them to engage in
experiences in powerful ways as well as facilitate “actively creating curriculum that is anti-oppressive”
students’ critique of key educational institutions, (p. 145). Her candidates collaboratively constructed
including aspects as fundamental as the physical unit plans that engaged their future learners with
layout of a school and considering the ways it could critical literacy, and Glazier (2007) reported that one
“be designed differently . . . for the betterment of the group “focused in particular on helping their own
student body and faculty” (p. 252). miller’s (2010) students realize the partiality of text” (p. 146).
framework applies to pedagogies, teachers’ stances, Glazier’s (2007) work is an example of how we can
and knowledge and critique work with pre-service teachers with
of the field as a whole. “We work toward the actual texts they will use in the
Particularly relevant to our classroom.
developing candidates’
work, at each of the meta-
knowledge of social justice
stages that miller discussed, There are thus assorted ways to
the ‘reconceptualize’ concepts through a defined engage pre-service English teachers
element included attention framework…” in thinking about and planning for
to how texts can be used to social justice, and ours is a
“illuminate some aspect of contribution to this body of work.
social justice” (p. 252). Thus in each of the phases Much has been done to engage students’ with equity
there is a pointed need to engage with curriculum. pedagogies, to foster their general critical
The model we will discuss provides one overt way to dispositions, and to engage them in local
accomplish this “re” that miller calls for in the meta- communities; yet, ours is a step that is specifically
framework. text-based. We work toward developing candidates’
knowledge of social justice concepts through a
Other approaches that scholars have developed to defined framework, and we encourage deeper
examine social justice perspectives with pre-service understandings of those ideas through application
English teachers involve engaging candidates more to the literature they might one day teach.
specifically with curriculum and lesson planning. In
Applying the CEE Position Statement Beliefs about The Framework: PROGRESS
Social Justice in English Education to Classroom
Praxis (2011) a number of English teacher educators Seeking to blur the lines between theory and
described their strategies to facilitate equity- practice, we developed the framework PROGRESS
oriented dispositions amongst their students. For for enacting and developing students’ critical
instance, Williamson illuminated his employment of literacies as well as cultivating their knowledge of
a literacy case study assignment “to help future and capacities for social justice. We strove for a
teachers critically examine their assumptions about delineated method that would assist pre-service

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Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
teachers in reading and evaluating texts with a concept of positionality. For example, Holly (author)
critical lens. As a result, PROGRESS signifies a defines her social positioning as an able-bodied,
system through which to examine the content of a White, heterosexual, English Education
text for eight specific social justice-related aspects: undergraduate female while Ashley (author) defines
Positionality, Race, sexual Orientation, Gender, herself as an able-bodied, White, heterosexual,
Relationships, Environment, Social class, and Southern female. Our positions are based both on
Stereotypes. It is essential to note that we how we see ourselves as well as how our social roles,
differentiate Positionality (‘P’) from the remaining such as being female, impact our identities. Once
portions of the framework. Positionality should be teacher candidates have reflected on themselves in
approached as an assessment of the main character terms of positionality, they could then transfer this
or characters that are well-developed, while the understanding to how characters are situated in
aspects ‘Race’ through ‘Stereotypes’ (‘R-S’) should be both individual and social ways. We borrow from
an in-depth evaluation of the context that affects the the notion of positionality in qualitative research
character under analysis, including considering (England, 1994) where objectivity is rejected, thus
circumstances that influence the choices the nullifying claims of bias, and we therefore use the
character makes in the story. notion to show that we all see the world through the
particular lenses into which we have been socialized.
Positionality By coming to recognize our own positionality in
society, then, we are able to locate ourselves within
We define Positionality as where individuals locate the cultural climate that has influenced our
themselves in relation to others in society, including development. It is our hope that by discerning these
how that location is influenced by structural and elements of ourselves, we are better equipped to
historical elements (Sensoy & DiAngelo, 2012). understand and analyze the positionality of the
Positionality takes into consideration a host of character in the text and vice versa.
factors, such as ability, nationality, religion, race,
citizenship status, orientation, gender, and social Race
class. This aspect is often closely aligned with
notions of identity, and yet it recognizes both Historically—and currently—a controversial
external influences on identity as well as the fluidity category, Race is defined here as a socially
in identity characterized by differing social settings constructed, sociopolitical (Henry, 2010) category
and discourse communities (Gee, 1996). Therefore, that labels people with shared (sometimes physical)
due to the complexities of a character and how they traits (Sensoy & DiAngelo, 2012). Recognizing that
develop throughout the text, an analysis of characteristics associated with race have
positionality will reveal that aspects of a character traditionally received a wealth of attention, possible
overlap, or intersect. We will return to a more areas of inquiry when examining race in a text could
detailed discussion of intersectionality and its include addressing discrimination, prejudice, and
relationship to the framework once we define and racism and the difference between those concepts
illustrate each of its components. (Tatum, 2000); evaluating possible counter-
narratives in the text (or discussing narratives that
Before having pre-service students contemplate the counter those presented by the text) and how these
various ways in which a character in a text is perpetuate or challenge social norms (Glenn, 2012);
positioned, it is likely best to have them engage in and investigating racial oppression in terms of
their own self-evaluations to understand the minoritized and dominant groups. For, as Nieto and

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Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
Bode (2008) noted, “although race as a notion is preponderance of White individuals who make up
dubious at best, racism is not” (p. 33). A discussion the teaching force (Boser, 2014) and the fact that
of race with pre-service teachers, then, would “Whites usually spend their lives in White-
include the cultural consequences experienced with dominated spheres, constructing an understanding
race as well as an examination of the system of of social equality from that vantage point” (Sleeter,
Whiteness, White privilege, and White complicity 2013, p. 160). We do, however, issue caution in
(Applebaum, 2010). An example of such a directed personal questions about race and
conversation examining race is found in Jiménez’s recommend strategies that encourage students to
(2014) work, wherein she utilizes The Human Bean see systemic implications of race and to exercise
Activity to engage pre-service teachers in reflection on those through appropriate classroom
conversations surrounding race. This hands-on, assignments. An example of such an assignment is
visual activity included assigning colored objects a one that prompts students to situate their own
race, ethnicity and culture, followed by a autobiographies within larger cultural narratives,
consideration of the people students interact with in discerning how they might have experienced
their communities, and concluded with placing the privileges by the sheer structures within which they
corresponding object into small, clear existed, such as being a White student living in an
plastic bags they were given as part of the activity. affluent school district (Boyd & Noblit, 2015).
This method worked to
“Just as in a consideration
reveal the racial makeup of Orientation
the communities with which of race, then, connections
the pre-service teachers We delineate the next aspect of the
between individuals and
engaged and to recognize framework, Orientation, as a
society are crucial, and
White privilege. person’s sexual identity and
teacher sensitivity and attraction to another person (Sensoy
The conflation of race with discretion is advised …” & DiAngelo, 2012). Inquiry into this
ethnicity (Omi & Winant, aspect could include looking at the
2007) and the dynamics of pervasiveness of heteronormativity
diverse and multiracial groups could also be and the privileging of heterosexuality in society,
elements for critical consideration with the Race which “implicitly positions homosexuality and
section of the framework. We thus include an bisexuality as abnormal and thus inferior”
examination of ethnicity in this category, noting (Blackburn & Smith, 2010, p. 625). It would also
that “ethnicity implies history, culture, location, recognize and affirm lesbian, gay, bisexual, trans*,
creativity” (Hilliard, 2009, p. 27), and yet race has intersex, agender/asexual, gender creative, and
historically subsumed ethnicity because of the questioning (LGBT*IAGCQ) (miller, 2015)
“political necessity” to “shift the basis of group identifications and contain an analysis of how
designation. . .to an exclusively physiological one” society views and treats people based on that
(Hilliard, 2009, p. 27). We therefore encourage a association—including any discrimination and
discussion of these complexities in this category. prejudice towards individuals. The systemic power
Engaging pre-service teachers with these issues upheld in such treatment is also fodder for study. As
would include asking them to evaluate how race and Blumenfeld (2000) reminded us, “It cannot be
ethnicity are portrayed in the text under study as denied that homophobia, like other forms of
well as how they are current social issues. This oppression, serves the dominant group by
section is especially important given the establishing and maintaining power and mastery

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Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
over those who are marginalized or disenfranchised” crucial (Boyd, 2014). Hinchey (2004) avowed, “not
(p. 380). Just as in a consideration of race, then, only are female teachers bound in tightly restricted
connections between individuals and society are roles. . . but their own culturally induced and
crucial, and teacher sensitivity and discretion is unexamined assumptions help perpetuate their
advised with regard to personal prodding related to subordinate roles inside and outside of schools” (p.
sexual orientation. As an entry point, teacher 36). Challenging future educators on aspects of roles
educators could ask their pre-service students to and assumptions, by way of a focus text, could
evaluate the different types of sexual orientations therefore include asking them in what ways the
that are represented (or are not) within the text and text’s author represents gender, including the
how those are reflective of larger social narratives, practices, norms, and behaviors that are associated
connecting representation explicitly to cultural with gender. Teacher candidates could also be asked
texts. Students could also be tasked with identifying to imagine possibilities otherwise, to develop spaces
the social consequences of representations, both in for fluid gender identifications, so that they can
terms of government legislation as well as in actively attempt to mediate rigid gender norms in
everyday encounters. their future classrooms.

Gender Relationships

Gender, another controversial and fluid distinction, When contemplating Relationships in the
exists in the framework as referring to a person’s framework, we consider the ways in which people
identification, which in Western culture has are connected as well as examine the dynamics of
traditionally been defined as male or female. Newer power involved in those networks. That is, this
conceptions posit gender on a spectrum, opening up element considers how individuals are linked (e.g.
the binary to include affiliations such as “gender partner connections, familial connections,
independent, gender creative, gender expansive and employer/employee connections, group
gender diverse” (Kilman, 2013, para. 9). Discussions connections) and how power differentials exist
with teacher candidates in this area could include within those individual and communal
how society constructs expectations for femininity relationships. This includes, for example, an
and masculinity. For example, Meyer (2007) examination of social capital, which allows students
observed, “The purchasing of gender-‘appropriate’ to see how “membership in a group. . . provides each
toys and clothes for babies and young children is of its members with the backing of the collectivity-
one way adults perpetuate. . . lessons” (p. 17) on owned capital, a ‘credential’ which entitles them to
gender. This includes well-known associations, for credit” (Bourdieu, 1986, p. 51). Thus students might
instance, of the color pink with girls and the color examine how an affiliation provides access to or
blue with boys. limits social power, depending on the nature of the
relationships and the group dynamics it implies.
Gender roles are another potential area for analysis, Kirk and Okazawa-Rey (2000) explained how
especially traditional constructions that portray association with distinct social categories leads to
women as homemakers and men as bread-winners the unequal stratifications in our society, noting, “In
(Friedan, 1963). The media is particularly influential each category there is one group of people deemed
in our perceptions of gender (Wood, 2011) and thus superior, legitimate, dominant, and privileged while
unpacking taken-for-granted assumptions with others are relegated—whether explicitly or
teacher candidates, who largely identify as female, is implicitly—to the position of inferior, illegitimate,

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Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
subordinate, and disadvantaged” (p. 11). Thus, as symbols, interpretations, and perspectives that
applicable to the text, possible areas of inquiry for distinguish one people from another in modernized
relationships could include oppression and privilege societies” (Banks, 2010, p. 8). For example, the
experienced as part of a relationship. cultural norms and behaviors to which characters in
texts subscribe are persuasive factors in their
For instance, a typical relationship within society is approaches to decision-making. In addition, and
that of employer/employee; the employer wields the related to culture, geography plays a part of
power to maintain or release the employee based on environment, as characters’ locations also often
a number of factors, including overt aspects such as impact their ways of being in the world. Finally,
performance and other more latent ones involving, characteristics of the physical environment, such as
for example, gender dynamics. This can affect how the landscape, climate, and natural resources, can
the employee approaches responsibilities in a work equally impact a protagonist’s development. When
setting and brings up the ways that relationships are having pre-service teachers examine this aspect,
structured by social implications. Or, consider the teacher educators could address the elements that
relational power dynamics between a teacher and define the cultures and physical features present in a
student: a teacher has the authority to academically text and how those are portrayed in the daily life of
reward or punish students based on their individuals. The focus on environment continues
completion of assignments. Thus there is room for attempts in the field to steer away from surface-level
overlap between this category of the framework and treatment of culture as a static entity (Nieto and
others. However, while the other categories focus Bode, 2008) or a collection of celebrated ‘heroes and
individually on delineations such as race, this holidays’ (Banks, 2010) and rather examines culture
section prompts students to see how that distinction in a context.
impacts the text under study in multi-directional
ways, how it influences their interactions with Social Class
others. It forces readers to think in broader social
terms, and thus we feel it is a necessary component. Inherent in the environment in which one exists are
Discussion on this element of the framework could implications of social class. Social class is defined in
center on evaluating what relationships are central the framework as a person’s economic status and the
in the text, how those affect the character’s daily life, structural consequences or advantages ascribed to
and how being in a position of power influences that position (Sensoy & DiAngelo, 2012). Jones and
various associations. Vagle (2014) noted how manifestations of social class
could also appear in “moment-to-moment
Environment interactions” (p. 134) where aspects such as
individuals’ body language can be perceived as
We categorize Environment within the model as the classed. Inquiry into this element helps determine
context in which a person operates, including how a character’s economic standing limits or
cultural and physical aspects. Inquiry into this enhances access to both tangible and symbolic
component could center on the importance of resources. Barry (2005), for instance, illuminated
religion, the traditions embedded in characters’ how “‘the socio-economic’ gap in education has been
lives, or the variance of language within dialogue in shown to start as early as 22 months” (p. 47), and
the text, including how these areas may influence traces how cumulative disadvantage related to a
characters’ outlooks and decisions. Culture is thus person’s financial resources accrues over a time,
central to environment, defined as “the values, compounding as it continues. To demonstrate, Barry

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Journal of Language and Literacy Education Vol. 13 Issue 1 —Spring 2017
(2005) declared, “There is a well-established finding example, emphasized how Native American mascots
that children who go to school without having had of primary and secondary schools “help deny the
breakfast learn less well than others, and this effect modern-day existence of ‘real Indians’” and
is stronger among children who are generally “perpetuate the stereotype that Native Americans
malnourished” (p. 54). Thus, lacking in one area are bloodthirsty and savage” (p. 375). The harm
leads to missing in another, at no fault of the then, comes when “we add values to our
individual but in the way the system operates. The stereotypes” (Sensoy & DiAngelo, 2012, p. 31) and
system, especially in the institution of the school, those lead to negative treatment of others on both
reifies social class norms through curriculum and individual and social levels. This is perhaps most
school policies, such as students’ capacities to dangerous when stereotypes are so normalized by
participate in school sports that require financial society that they go unquestioned, when they are so
contributions (Jones & Vagle, 2014). ingrained in our shared repertoire that we do not
perceive the pain or unwarranted expectations they
Related to these findings on social class and inflict on others. This includes, for instance, African
structure, in her innovative work on social class, American males being “perceived as violent and
sociologist Lareau (2011) documented how societal economically and socially irresponsible” (Gay, 2012,
inequities result from variations in social class. p. 148) and female students of Asian ancestry being
Lareau (2011) particularly related “stereotyped as passive, quiet,
these disparities to families and cute, and accommodating” (p.
“…lacking in one area leads
child-rearing practices. She 150). It might also include
to missing in another, at no
illustrated “that cultural stereotypes of adolescents and
practices in the home,” fault of the individual but commonly held assumptions
specifically those of middle-class in the way the system about teenage behaviors
homes, “pay off in settings (Sarigianides, Lewis, & Petrone,
operates.”
outside the home” (p. 257), thus 2015).
again emphasizing parallels
between social class and educational settings. In Conversations centered on the stereotypes revealed
addition, having pre-service teachers consider in texts, either expressed or experienced by a
economic-related statuses of characters in the text character, should include making connections to the
promotes understanding characters’ actions. Finally, social significances of those stereotypes. Questions
examining the consequences of characters’ social for discussion include: How might stereotypes
classes could translate to an understanding of social perpetuate prejudice and oppression? Who do these
advantage and disadvantage that avoids a discourse stereotypes serve, and how? Challenging future
of “moral superiority” and eschew one that “blames educators on this aspect might also involve how they
individuals for their life circumstances” (Lareau, have engaged with stereotypes in their own
2011, p. 257). schooling experiences and communities.

Stereotypes Accompanying PROGRESS: Guiding Elements in
the Framework
The concluding aspect, Stereotypes is defined here
as widely held and oversimplified images or ideas of To help with understanding and applying each
particular groups or people. These have damaging element of PROGRESS, we developed a table (see
ramifications if not disrupted. Miner (1998), for Appendix A) in which we defined each element,

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