Research on the development and application of an inquiry community- based critical literacy education program

Objectives This study aims to develop and implement a programme for critical literacy education based on an inquisitive community and examine the changes in students. Methods Five elementary school students were selected to participate in the study, representing a heterogeneous group with gender and age differences. An inquisitive community-based critical literacy education programme was developed and applied for a total of 10 weeks on the topics of family, appearance, friends, gender roles, stereotypes, multiculturalism, parents, academics, and careers, taking into account students' cultural capital. Results As a result of the application, first, there was a change in critical literacy ability to recognise power structures and social issues embedded in texts and to seek action for socio-cultural practice; second, there was a change in receptive attitudes, where community members respect each other's opinions in horizontal relationships; and third, there was a change in inquisitive dialogue ability, where they engage in dialogue not only with others but also with texts, moving in and out of texts. Finally, a change in values was observed, moving away from a fixed dichotomy of one set of values to a more flexible set of values, accepting the diverse values of others. Conclusions These results suggest that critical literacy education is feasible for elementary school students if topics and texts are selected that take into account students' cultural capital, and if the programme is adapted to their level. Furthermore, critical literacy education is best suited to inquiry communities, where problem-solving and action are developed through a process of inquisitive dialogue among community members.