Using critical literacy to teach social justice: A case study of a Grade 5 South African English classroom

Abstract

This research study was conducted at a school located in the Western Cape Province, South Africa. The study examined the role of critical literacy in teaching social justice in a Grade 5 English Home Language classroom. This study is an exploratory case study conducted in the researcher’s classroom using a qualitative approach and participatory action research (PAR) as the design. The data collection methods employed included the learners’ reflection diaries, observations, and the researcher’s journal, complemented by a literature review. The purpose of the research was to explore ways in which critical literacy can be used to teach social justice in the classroom and empower learners to be aware of their rights in society. The data collected in this study were analysed using thematic analysis, and the findings show that critical literacy can achieve social justice principles in the classroom. Using Picower’s Framework to teach social justice, the study presents practical steps on how social justice principles and values can be taught in the classroom. The key findings that emerged from this study includes the importance of love, respect, equality, and raising awareness as founding pillars for social justice. The study notes empowerment as a social action instrument for social transformation goals. The study identifies several recommendations based on its findings. These includes the government working with schools to introduce compulsory professional courses and workshops to equip teachers with the knowledge to integrate social justice in all subjects. The study concludes that there is a need for critical literacy in the classroom to teach social justice issues.