Challenging Bias and Promoting Transformative Education in Public Schooling Through Critical Literacy: (Advances in Educational Marketing, Administration, and Leadership)

Public education faces a significant problem with the acquisition of literacy through conventional methods, which can perpetuate biases and reinforce the dominant culture. This reinforcement hinders goals to make educational spaces more inclusive and transformative. To address this issue, Challenging Bias and Promoting Transformative Education in Public Schooling Through Critical Literacy presents powerful solutions. Edited by Lyndsey Benharris and Katharine Covino, this groundbreaking book explores how critical literacy can be effectively employed by public school educators to challenge biases, center marginalized voices, and foster inclusive learning environments. This comprehensive volume offers a diverse range of insights and strategies. It delves into collaborative critical literacy work, highlighting its effectiveness across disciplines and grade levels. It also examines the engagement between schools and communities, demonstrating how critical literacy can bridge the gap and promote transformative education. Moreover, the book emphasizes the use of critical literacy as a tool to challenge biases in the classroom and the importance of incorporating marginalized voices and stories. Challenging Bias and Promoting Transformative Education in Public Schooling Through Critical Literacy is an essential resource for academic scholars seeking to create more equitable and just learning environments. By integrating critical literacy into their pedagogy, educators can disrupt biases, amplify marginalized voices, and nurture justice-oriented citizens. This book equips educators with research-based stories, practical examples, and classroom experiences, empowering them to transform their teaching and contribute to a more inclusive and socially conscious society.

About the Author :
Lyndsey Aubin Benharris is an Assistant Professor of Early Childhood Education. Dr. Benharris has excellent knowledge of early childhood classrooms, with eleven years of experience as an early childhood special education teacher and two years in a regular classroom. As part of her duties at the Early Learning Center in Rhode Island, Lyndsey served as the chair of IEP evaluations for the early childhood program. Lyndsey was an adjunct professor at Rhode Island College where she taught courses in science and social studies methods. In 2016 Lyndsey completed her doctoral work in Education at the University of Rhode Island. Her dissertation was titled: Exploring Critical Literacy with Early Childhood Educators. Katharine Covino , Associate Professor of English Studies, teaches writing, literature, and teacher-preparation classes at Fitchburg State University. Current scholarship explores a) critical pedagogy, b) applying indigenous lenses to cultural myths, and c) action research with English teachers. Covino has recently been published in Teaching/Writing: The Journal of Writing Teacher Education (2021), English Journal (2024), and has contributed chapters to a number of edited collections. She is currently serving as a co-editor of two different volumes focused on critical pedagogy. Before university teaching, she taught middle school and high school English in Austin, Texas.