Critical literacy needs teachers as transformative leaders. reflections on teacher training for the introduction of the (new) modern greek language curriculum in Cyprus

Lefkios Neophytou, Stavroula Valiandesb

Research output: Contribution to journalArticlepeer-review

Abstract

The new Curricula of Cyprus aspire to deliver a new ethos in teaching and learning that promotes the notion of 'the humane and democratic school' and emphasises the right of every child to succeed. In this context, the new Modern Greek language curriculum in Cyprus has been moulded upon the notion of Critical Literacy (CL). CL is neither an instructional strategy nor a lesson plan. It is a philosophical belief committed to a different worldview. As such, CL requires people's acceptance. Not just students but also teachers must first learn, understand and embrace the notion before applying its principles to their practice. This can only be done through a process of transformative leadership enabling teachers to become transformative leaders themselves. Has this axiom been taken into consideration in the case of Cyprus? Do teachers in Cyprus learn about CL in a process of transformative leadership? This article will attempt to answer these questions utilising the testimonies of Sandra, a primary school teacher who attended the seminars and workshops organised for training teachers to use the new language curriculum.

Original languageEnglish
Pages (from-to)412-426
Number of pages15
JournalCurriculum Journal
Volume24
Issue number3
DOIs
Publication statusPublished - 2013

Keywords

  • Curriculum
  • Leadership
  • Pedagogy
  • Teacher training

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