The Application of Critical Literacy to The Application of Critical Literacy to Timely Issues in Economics: The Timely Issues in Economics: The

Case of Microfinance, Poverty, and Case of Microfinance, Poverty, and EntrepreneursEntrepreneurs

Russ Walsh, Montgomery Township Schools, Russ Walsh, Montgomery Township Schools, NJNJ

Cynthia Mershon, West Windsor-Plainsboro Cynthia Mershon, West Windsor-Plainsboro Regional School District, NJRegional School District, NJ

Yana Rodgers, Rutgers UniversityYana Rodgers, Rutgers University

Critical Literacy and EconomicsCritical Literacy and Economics Teachers can use critical literacy methods Teachers can use critical literacy methods

that incorporate economics ideasthat incorporate economics ideas– provide students with exposure to wide range of provide students with exposure to wide range of

economic concepts in state standardseconomic concepts in state standards This approach achieves two objectives as This approach achieves two objectives as

teachers face increasingly crowded teachers face increasingly crowded curricula:curricula:– take an active and challenging approach to take an active and challenging approach to

readingreading– empower students to understand economicsempower students to understand economics

Almost all states have economics content Almost all states have economics content standards in every grade standards in every grade – beginning with kindergarten! beginning with kindergarten!

Critical Literacy and EconomicsCritical Literacy and Economics Effective strategy for teaching content Effective strategy for teaching content

standards in the early grades: standards in the early grades: – take a critical stance toward children’s literature take a critical stance toward children’s literature

that revolves around economic themesthat revolves around economic themes Idea of using picture books and read-alouds to Idea of using picture books and read-alouds to

teach economics is not new, but:teach economics is not new, but:– Recent Nobel Peace Prize award (2006) generated Recent Nobel Peace Prize award (2006) generated

a timely opportunity to apply critical literacy to a timely opportunity to apply critical literacy to important economic lessonsimportant economic lessons Winner: Dr. Muhammad Yunus, a banker and economist Winner: Dr. Muhammad Yunus, a banker and economist

who founded the Grameen Bank in Bangladeshwho founded the Grameen Bank in Bangladesh Recognized his contributions in developing the idea of Recognized his contributions in developing the idea of

microfinancemicrofinance Small loans to low-income people (mostly women) in Small loans to low-income people (mostly women) in

developing countries to start their own businesses.developing countries to start their own businesses.

Critical Literacy and MicrofinanceCritical Literacy and Microfinance Proliferation of microfinance has been the Proliferation of microfinance has been the

fodder for many economics studiesfodder for many economics studies Microfinance has also become the subject of a Microfinance has also become the subject of a

children’s picture book:children’s picture book:– A Basket of Bangles: How a Business GrowsA Basket of Bangles: How a Business Grows by by

Ginger Howard (The Millbrook Press, 2002). Ginger Howard (The Millbrook Press, 2002). Our objective: demonstrate how to use this Our objective: demonstrate how to use this

book and other acclaimed children’s books to book and other acclaimed children’s books to teach important economics lessons about teach important economics lessons about – microfinancemicrofinance– povertypoverty– entrepreneurshipentrepreneurship– social justicesocial justice

Defining the Critical Stance

Rosenblatt (1938, 1978)– Defines stance as the orientation the reader takes

toward a text during reading event– Identifies two stances

Aesthetic – the lived through experience of the text Efferent – a concentration on the information and concepts

– The distinction between aesthetic and [efferent] reading, then, derives ultimately from what the reader does, the stance that he adopts and the activities he carries out in relation to the text. (Rosenblatt, 1978, pg 27)

Defining the Critical Stance

A third stance for the reader:The Critical Stance

The focus of the reader is not on the lived through experience of the text, nor on the information to be extracted, but on the attitudes, values and beliefs that lie beneath the surface of the text.

What is critical literacy?

An active, challenging approach to reading

An analysis and critique of the relationships between texts, language, power, social groups and social practice

A way of looking at written, visual, spoken, multimedia and performance texts to question and challenge the attitudes, values and beliefs represented

Critical Reading vs. Critical Literacy

Critical reading is the text analysis level of reading. A critical reader analyzes the reliability of the message.

Ice Cream and Crime

Critical literacy goes beyond analysis to issues of social justice and social action.

Critical Literacy “Comprehending with a critical edge means moving

beyond understanding the text to understanding the power relationship that exists between the reader and the author – to knowing that even though the author has the power to create and present the message, readers have the power and the right to be text critics, by reading, questioning, and analyzing the author’s message. Understanding this power relationship is the essence of critical literacy……[The reader needs] to be actively engaged…in order to find new ways of seeing beyond the text, inside the text, and around the text” (McLaughlin & DeVoogd, 2004).

Critical Literacy

“Critical literacy views readers as active participants in the reading process and invites them to move beyond passively accepting the text’s message to question, examine, or dispute the power relations that exist between readers and authors. It focuses on issues of power and promotes reflection, transformation, and action” (Freire, 1970).

Components of Critical Literacy

Critical literacy includes– Examining meaning between texts– Considering the purpose of the text and the

author’s motives– Understanding that texts are not neutral, that

they represent particular views and silence other points of view

– Questioning and challenging the ways in which the texts have been constructed

Components of Critical Literacy (cont’d)

– Analyzing the power of language– Emphasizing multiple readings of texts– Having students take a stance on the issues– Providing students with opportunities to

consider and clarify their own thinking– Providing students with opportunities to take

social action

Why is critical literacy important?

Prepares students for a rapidly changing, information overload society

Recognizes literacy is as much about ideologies, identities, and values as it is about codes and skills

Asks students to actively engage with the ideas in a text

Provides students with ways of thinking that uncover social inequalities and injustices

Teaching for the Critical Stance

Texts are never innocent; even seemingly “innocent” picture books for young children have an implicit and sometimes explicit ideology (Mallan, 1999)

Why Picture Books?

By choosing the deceptively simpler vehicle of picture books to illustrate a particular concept such as irony, students may not only more easily comprehend the concept, but may also more readily understand its use in more challenging literature.

Picture book themes have universal value and appeal for all age levels.

Why Picture Books?

Pictures expand a short text so that words and illustrations work together to clarify ideas with a “literary punch.” Students live in a visually oriented society that has conditioned them to use pictures as comprehension aids.

Picture books are relatively short, so they can easily be read and analyzed in one class session.

Why Reading Aloud?

Reading aloud is an opportunity for teacher and students to interact with text, thus supporting a deeper understanding of and appreciation for the text.

Reading aloud to students develops their listening skills.

Reading aloud to students develops their vocabularies.

Why Reading Aloud?

Reading aloud is the “single most important activity for building the knowledge required for eventual success in reading.” (Anderson, et al. [1985]. Becoming a Nation of Readers.)

Reading aloud exposes students to good books. Reading aloud whets students’ appetites: it

serves as a springboard to student’s independent reading.

Why Reading Aloud?

Reading aloud to students develops their reading comprehension.

Reading aloud helps become better speakers.

Reading aloud helps students become better writers.

Why Reading Aloud?

Reading aloud offers the opportunity for integration of subject areas – science, social studies, character education themes, etc.

Reading aloud creates a community of readers and writers; it creates momentum in workshops which builds skills and will: “When people share a powerful story, that story begins to live in their lives and extends beyond the bounds of the book.”

Questioning to Scaffold Critical Literacy

The Other Side, Jacqueline Woodson “Critical Literacy Questions” See handout

Scaffolding Critical Literacy with Think-Alouds

Peppe the Lamplighter, Elisa Barton Think-Alouds to develop knowledge of

content, vocabulary, and reading strategies

See handout

Concepts in MicrofinanceConcepts in Microfinance

Origins: Started in 1976 by Dr. Origins: Started in 1976 by Dr. Muhammad Yunus in Bangladesh with Muhammad Yunus in Bangladesh with his own money, became the Grameen his own money, became the Grameen BankBank

Today Grameen Bank serves more than Today Grameen Bank serves more than six million poor families with loans, six million poor families with loans, savings, insurance and other services.savings, insurance and other services.– Grameen Bank fully owned by its clients and Grameen Bank fully owned by its clients and

is a model for microfinance institutions is a model for microfinance institutions around the worldaround the world

Concepts in MicrofinanceConcepts in Microfinance

Spread with fairly small, independent programs Spread with fairly small, independent programs in Latin America and South Asia during the in Latin America and South Asia during the 1970s.1970s.

Since then, movement has provided Since then, movement has provided approximately 65 million low-income individuals approximately 65 million low-income individuals around the globe with:around the globe with:– access to small loans without collateral, and access to small loans without collateral, and – opportunities to acquire assets and purchase opportunities to acquire assets and purchase

insurance insurance

Source: de Aghion and Morduch, 2005.Source: de Aghion and Morduch, 2005.

Concepts in MicrofinanceConcepts in Microfinance How is microfinance different from conventional How is microfinance different from conventional

banking?banking?– Idea of group lending: microfinance institutions make Idea of group lending: microfinance institutions make

loans to individuals who are members of a grouploans to individuals who are members of a group– Group members are poor and have no credit history Group members are poor and have no credit history

or collateral.or collateral.– Cannot get loans from conventional banksCannot get loans from conventional banks– Sometimes live in remote villages with no banking sectorSometimes live in remote villages with no banking sector

– Sometimes group members need to provide evidence Sometimes group members need to provide evidence of literacy of literacy

– Peer pressure serves as an incentive for loan Peer pressure serves as an incentive for loan repayment.repayment.– If all group members repay their loans, then they can apply If all group members repay their loans, then they can apply

for more loansfor more loans– Sometimes group members take turns receiving a loanSometimes group members take turns receiving a loan

Concepts in MicrofinanceConcepts in Microfinance How is microfinance different from conventional How is microfinance different from conventional

banking?banking?– Repayment responsibility rests with individuals, but Repayment responsibility rests with individuals, but

group members try to ensure that everyone acts in a group members try to ensure that everyone acts in a responsible way and does not get into repayment responsible way and does not get into repayment difficultiesdifficulties

– Loan recovery (pay back) rates are typically higher than Loan recovery (pay back) rates are typically higher than conventional banksconventional banks– Current loan recovery rate for Grameen Bank is 98%.Current loan recovery rate for Grameen Bank is 98%.

– Loans are often very small and used to finance small Loans are often very small and used to finance small business start-ups (entrepreneurship)business start-ups (entrepreneurship)

– Loan recipients do pay interest ratesLoan recipients do pay interest rates– Rates typically higher than what conventional banks Rates typically higher than what conventional banks

would charge (if these people could get such a loan)would charge (if these people could get such a loan)– Rates typically lower than what loan sharks would Rates typically lower than what loan sharks would

chargecharge

Concepts in MicrofinanceConcepts in Microfinance Economists’ assessments of microfinance are Economists’ assessments of microfinance are

generally positive for reducing poverty, generally positive for reducing poverty, stimulating entrepreneurship, and giving women stimulating entrepreneurship, and giving women more autonomy.more autonomy.

There are some criticisms:There are some criticisms:– Within-household difficulties: if loans target women, Within-household difficulties: if loans target women,

may cause problems between spouses (jealousy, men may cause problems between spouses (jealousy, men forcing women to give them the money).forcing women to give them the money).

– Such programs rest on individuals’ (poor women’s) Such programs rest on individuals’ (poor women’s) own efforts to get out of poverty. own efforts to get out of poverty. may subvert the government funding for poverty reduction may subvert the government funding for poverty reduction

and signal hardship for the poor and signal hardship for the poor

– Microfinance has become a magnet for large Microfinance has become a magnet for large financial-sector firmsfinancial-sector firms they view the relatively high interest rates as profitablethey view the relatively high interest rates as profitable

A Basket of Bangles

Anticipatory Set– Why do people want to start a business?– If you wanted to start a lemonade stand, what qould

you need? Key Concepts

– Loan– Interest

Story Specific Vocabulary– Taka– Muri– Sari

A Basket of BanglesAnticipation Guide

Directions: Next to each statement state whether you think the statement is likely or unlikely to be true. Be prepared to defend your answer.

Likely

______

_____

_____

Unlikely

_____

_____

_____

Some banks are willing to loan money to people who are very poor.

Banks treat people fairly.

People can accomplish more working together than they can working alone.

Processing the Discussion –The Response Prompt Sheet

(Vasquez, 2003)Why do you think people should or should not read A Basket of Bangles?

What questions do you have about this story?

What surprised you about this book?

Write one or two writing topics from your own life that connect with this story.

Write one or two statements from someone whose point of view is represented in the book.

Write one or two statements from someone whose point of view is not represented in the book.

Taking Action –Writing a RAFT Letter (Santa, 1988)

Role Audience Format Topic

Bank Manage

r

Bank’s Trustees

Report Why small loans can be good

business

Sufiya Her brother

Letter How to run a successful small

business

Politician

Voters Speech How working together, saving

and being responsible can

pay off.

Looking at Other BooksLooking at Other Books Several other high-quality picture books Several other high-quality picture books

introduce similar economics ideas introduce similar economics ideas (programs that target poverty in (programs that target poverty in developing countries)developing countries)– Beatrice’s GoatBeatrice’s Goat (by Page McBrier, 2000)(by Page McBrier, 2000)

based on work of Project Heifer, also covers saving based on work of Project Heifer, also covers saving and child work/schoolingand child work/schooling

– Armando and the Blue Tarp SchoolArmando and the Blue Tarp School (by Edith (by Edith Hope Fine and Judith Pinkerton Josephson, Hope Fine and Judith Pinkerton Josephson, 2007)2007) based on work of David Lynch school project, also based on work of David Lynch school project, also

covers child work/schoolingcovers child work/schooling

References Beck, I., & McKeown, M. (2006). Improving comprehension with

questioning the author. Theory into Practice. Bomer, R., & Bomer, K. (2001). For a better world: Reading and

writing for social action. Heinemann. Calfee, R., & Nelson-Barber, S. (1991). Diversity and constancy in human

thinking: Critical literacy as amplifier of intellect and experience. In Literacy for a diverse society: Perspectives, practices, and policies. E. H. Hiebert (Ed.), pp. 44-57. Teachers College Press.

Cowhey, M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades. Stenhouse.

Dozier, C., Johnston, P., & Rogers, R. (2006). Critical teaching: Tools for preparing responsive teachers. Teachers College Press.

Duncan-Andrade, J.M.R. (2005). Developing social justice educators. Educational Leadership, March, pp. 70-73. ASCD.

Freire, P. (1970). Pedagogy of the oppressed. 30th anniversary ed. Translated by Myra Bergman Ramos. Continuum.

References (con.) Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world.

Gergin & Garvey. Harste, J. What do we mean by literacy now? Voices in the Middle. 10(3). pp 8-

12. Herber, H. (1978). Teaching reading in content areas. Prentice-Hall. Lapp, D., Fisher, D., Grant, M. (2008). “You can read this text - I’ll show you how”:

Interactive comprehension instruction. Journal of Adolescent & Adult Literacy, 51:5, 372-383.

McDaniel, C. (2004). Critical Literacy: A questioning stance and the possibility of change. The Reading Teacher. 57,5. pp 242+.

McLaughlin, M., & DeVoogd, G.L. (2004). Critical literacy: Enhancing students’ comprehension of text. Scholastic.

Michener, D.M.  (1988).  Test your reading aloud IQ.  The Reading Teacher, November, 118-122.

Rodgers, Y.V., Hawthorn, S., & Wheeler, R.C. (2007). Teaching economics through children’s literature in the primary grades. The Reading Teacher, 61(1), 46-55.

Rosenblatt, L.M. (1978). The reader, the text, the poem. Southern Illinois University Press.

Santa, C.M. (1998). Content reading including study systems. Kendall/Hunt. Sweeney, M. (2000). Critical literacy in a fourth-grade classroom. In Trends &

issues in elementary language arts, pp. 219-235. NCTE. Vazquez, V. (2003). Getting Beyond “I like the book.” International Reading

Association.

Children’s Books

Barton, E. (1993). Peppe the Lamplighter. Lothrop, Lee & Shepard Books.

Fine, E., and Josephson, J. Pinkerton. (2007). Armando and the blue tarp School. Lee & Low Books.

Hopkinson, D. (2005). Saving Strawberry Farm. Greenwillow Books.

Howard, G. (2002). A Basket of Bangles. Millbrook Books. McBrier, P. (2000). Beatrice’s Goat. Aladdin. Steig, W. (1982). Dr. DeSoto. Farrar, Straus Giroux. Woodson, J. (2001). The Other side. G.P. Putnam’s Sons.