Identity-based framework for critical text integration

Purpose This paper aims to introduce a framework designed to problematize the selection of textual resources based on students’ and authors’ perceived and assigned identities, conceptualized as the identity-based framework for critical text integration. The authors situate this problem within neoliberalism and critical pedagogy, providing practical applications to teachers’ classrooms. Design/methodology/approach This framework can be contextualized within critical pedagogy, specifically examining how teachers may unintentionally privilege identities in English Language Arts (ELA) when attempting to prioritize diversity among students. Questions that guided this analysis include: How and why do teachers select representative texts? How are students’ identities positioned and privileged concerning diverse representation in texts? Findings The authors have posited that the critical decision-making process teachers participate in while selecting and planning for text integration in their classrooms requires intentional reflection. The authors created a tool that guides teacher thinking about those choices and the framing of both students and texts in the classroom. Practical implications Although the authors have focused on the use of the framework in ELA, there are implications for other subject areas, with guidelines applicable to diverse social studies narratives, choral music selection and scientific studies. This framework is limited by teachers’ ability to effectively apply and implement these practices in their classrooms. School district policies may hinder teachers’ ability to institutionally disrupt and critique hegemony with diverse texts. Originality/value This framework provides teachers with an actionable task that builds on previous contributions to the body of critical pedagogy and critical literacy, supporting intentional and inclusive text integration.