Perspectives and Provocations
Based in critical theory, this qualitative case study explored how a new genre of literacy coaching, called critical coaching, developed and what outcomes it produced. The researcher (a literacy coach) built a critical coaching partnership with an early childhood teacher, and two findings emerged: (1) self-reflection occurred through defining educators’ identities as cultural beings, as well as by naming and challenging assumptions; and (2) taking action occurred through critical networks, advocacy in public spaces, and planning culturally relevant pedagogy. Implications include seven essential conditions for building critical coaching partnerships.
The copyright for articles in ECEA Perspectives and Provocations is retained by author(s), with first use publication rights granted to ECEA Perspectives and Provocations. If articles are accepted to appear in this open access journal, articles are free to be used with proper attribution in educational and other non-commercial settings
Wells, Melissa. “Critical Coaching: Approaching Literacy Coaching through a Critical Lens.” Perspectives and Provocations 7, no. 4 (2018): 1–36. https://www.earlychildhoodeducationassembly.com/uploads/1/6/6/2/16621498/4.fall2018__1_.pdf.
Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons
The definite version of this article appears on the website of the Early Childhood Education Assembly at: https://www.earlychildhoodeducationassembly.com/journals.html.