“Everywhere, even if it’s silent, there’s some kind of racism”: A critical case study of antiracist pedagogy

This dissertation investigates the transformative potential of critical literacy in elementary education, specifically within the framework of a club named The Upstanders. Anchored by a Critical Race Nepantlera Methodology (CRNM), this study explores the intersectional experiences of BIPOC students within the educational system. The study is set against a backdrop of systemic oppression and marginalization, exacerbated by anti-CRT sentiments, where dominant cultural norms in literacy education perpetuate assimilation and exclusion. By examining how students demonstrate and develop critical literacy through their participation in the club, this research aims to disrupt the status quo of educational practices that privilege White, middle-class standards. This study is a qualitative case study, conducted over 10 sessions at an elementary school. Ten fifth grade students participated in this study. In order to answer research questions, I collected data in the form of group interviews, field notes, and artifacts. I analyzed this data through qualitative, two-cycle coding, beginning with open, descriptive codes, then thematically categorizing codes. Through the lens of critical literacy, which encourages the questioning and transformation of dominant ideologies, the dissertation presents findings on how students' critical literacy practices evolve in the context of the club. Initial themes such as "emerging criticality," "nuanced criticality," "critical aims," and "critical consciousness" reveal a spectrum of critical engagement among students, from initial aspirations for a more inclusive world to a deepened understanding of complex social issues and a readiness for critical social action. The findings showcase the club's role in supporting students' development of critical literacy through developing critical consciousness and interaction The evolution of students' criticality is marked by different expressions of criticality, culminating in transformative actions and a commitment to challenging injustice. Notably, the study highlights the joyful engagement of students in critical literacy activities, challenging narratives of indoctrination and illustrating how elementary students, particularly BIPOC students, can decenter eurocentric curricula, demonstrate resilience and brilliance, and challenge systemic racism. This dissertation contributes to scholarship, practice, and policy by providing evidence of the radical transformative potential of critical literacy in elementary education. It underscores the importance of fostering critical consciousness among young learners and supports the integration of critical literacy practices that empower students to question, analyze, and transform the oppressive structures that shape their lives and learning environments.