Critical Ethnography in Literacy Research

Abstract Critical ethnography in literacy research (CELR) is an interpretative, dialogic, and activist approach that recognizes literacy processes as vehicles that strengthen the relations of power and oppression in the classroom and other social spaces. Inspired by critical ethnography and critical literacy, the CELR approach aims to build social justice through ethnographic methods and ethical responsibility to deconstruct the pedagogical and intersectional implications of literacy (e.g., inequality of vulnerable groups due to gender, race, language, and nationality, among others) and support other forms of knowledge and representation of educational communities. Essentially, this interdisciplinary approach describes the researcher's position and the agency of social actors, facilitating research processes by motivating social participation and applying different techniques or tools (e.g., autoethnography, oral history, and drama) for strengthening literacy practices. This entry will offer an overview of the characteristics of CELR and its methodological contribution to reverse social injustices and promote multiliteracies.