Reading From Different Interpretive Stances: In Search of a Critical Perspective

This article describes a classroom study that investigated how working with interpretive stances supported eighth graders in becoming more critical readers. The research team included two university faculty members and an eighth‐grade language arts teacher. The teacher introduced the idea of reading from six interpretive stances (metaphorical, philosophical, aesthetic, analytical, intertextual, critical) and used a sophisticated picture book to demonstrate how to use the stances to respond to it in different ways. Students then used descriptions and examples of the stances to respond to written and visual texts. Data sources include field notes, teacher reflections, and students’ written and multimodal responses. The study was repeated with a second eighth‐grade class a year later after revising the definition of critical stance given to students. Findings suggest that students’ use of the stances supported them in identifying inequities, seeing issues from multiple perspectives, and challenging stereotypes.