Thinking critically in the land of princesses and giants: The affordances and challenges of critical approaches in the early years
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Description
During the last four decades, educators have created a range of critical literacy approaches for different contexts, including compulsory schooling (Luke & Woods, 2009) and second language education (Luke & Dooley, 2011). Despite inspirational examples of critical work with young students (e.g., O’Brien, 1994; Vasquez, 1994), Comber (2012) laments the persistent myth that critical literacy is not viable in the early years. Assumptions about childhood innocence and the priorities of the back-to-basics movement seem to limit the possibilities for early years literacy teaching and learning. Yet, teachers of young students need not face an either/or choice between the basic and critical dimensions of literacy. Systematic ways of treating literacy in all its complexity exist. We argue that the integrative imperative is especially important in schools that are under pressure to improve technical literacy outcomes. In this chapter, we document how critical literacy was addressed in a fairytales unit taught to 4.5 - 5.5 year olds in a high diversity, high poverty Australian school. We analyze the affordances and challenges of different approaches to critical literacy, concluding they are complementary rather than competing sources of possibility. Furthermore, we make the case for turning familiar classroom activities to critical ends.
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ID Code: | 57093 | ||||||
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Item Type: | Chapter in Book, Report or Conference volume (Chapter) | ||||||
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Measurements or Duration: | 12 pages | ||||||
Keywords: | critical literacy, early childhood, fairy tales, genre pedagogy, text analytic approaches | ||||||
ISBN: | 978-0-415-81813-1 | ||||||
Pure ID: | 32628567 | ||||||
Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Teacher Education & Leadership Current > Schools > School of Early Childhood & Inclusive Education Current > Research Centres > Children & Youth Research Centre |
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Copyright Owner: | Consult author(s) regarding copyright matters | ||||||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||
Deposited On: | 11 Feb 2013 05:01 | ||||||
Last Modified: | 09 Mar 2024 06:03 |
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