Critical Literacies in Schools : A Primer
Readers and writers use a variety of modes of inscription – print, oral and multimedia – to understand, analyze, critique and transform their social, cultural and political worlds. Beginning from Freire (1970), ‘critical literacy’ has become a theoretically diverse educational project, drawing from reader response theory, linguistic and grammatical analysis from critical linguistics, feminist, poststructuralist, postcolonial and critical race theory, and cultural and media studies. In the UK, Australia, Canada, South Africa, New Zealand and the US different approaches to critical literacy have been developed in curriculum and schools. These focus on social and cultural analysis and on how print and digital texts and discourses work, with a necessary and delicate tension between classroom emphasis on student and community cultural ‘voice’ and social analysis – and on explicit engagement with the technical features and social uses of written and multimodal texts.
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|Item Type:||Journal Article|
|Keywords:||Critical literacy, pedagogy|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2009 National Council of Teachers of English|
|Copyright Statement:||NCTE grants permission for this article to be made available via the institutional repository.|
|Deposited On:||24 Sep 2009 15:50|
|Last Modified:||10 Jun 2010 00:01|
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