Reading in their Own Interests: Teaching Five Levels of Analysis


  • Patrick Roz Camangian University of San Francisco


critical pedagogy, critical literacy, culturally relevant pedagogy, urban education, social justice education


This article examines the usefulness of engaging culturally relevant texts with five levels of analysis to foster critical thinking and academic writing. Teachers who are not critical of seemingly a theoretical, ahistorical reading methods often overlook the ways that cultural biases in instructional methods ignore the cultural and critical needs of urban students of color (Bartolome, 1994; Morrell, 2008). Using five levels of analysis (explicit, implicit, theoretical, interpretive, and applicable) addresses this concern by challenging students to comprehend the central ideas of texts, interrogate in terms of social justice, connect concepts to their immediate realities and extrapolate useful ideas to apply to their everyday lives.


Author Biography

Patrick Roz Camangian, University of San Francisco

Patrick Camangian is an assistant professor in the Teacher Education Department at the University of San Francisco. He was an English teacher for seven years at Crenshaw High School in Los Angeles, where he was awarded "Most Inspirational Teacher" by former mayor Richard Riordan and the school's student body. Professor Camangian currently volunteers at Mandela High School in Oakland teaching twelfth grade English. He has collaborated with groups such as California's Association of Raza Educators, the Education for Liberation national network, and San Francisco's Teachers 4 Social Justice.




How to Cite

Camangian, P. R. (2013). Reading in their Own Interests: Teaching Five Levels of Analysis. International Journal of Multicultural Education, 15(2).



Articles (Peer-reviewed)