Negotiating Critical, Postcritical Literacy: The Problematic of Text Analysis
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Description
Critical literacy has been a particular focus in literacy education in the past two decades. Literacy models such as the ‘four resources’ model provide a significant framework for a critical understanding of text and the social and cultural practices that inform them. In this paper, I draw on the ‘four resources’ model to argue that the success of the template in developing critical literacy depends upon focusing adequate analytic attention on those subjectivities employed in such practices. The intersubjective classroom dynamics and the subjective engagement of literacy practitioners are of equal importance in determining the meanings co-constructed among subjects. I argue that beyond being text analysts, reflective practitioners consisting of the teacher, and students as a group, can engage in postcritical negotiations of the text, contribute to new meaning possibilities, and adopt an on-going critical stance. Applying this literacy model successfully requires acceptance of a multiplicity of interpretations, collaborative practice between teachers and students, and fluid subject positions. The paper concludes by considering the problematic of the classroom as a dynamic site for textual and cultural contestation of multiple perspectives.
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ID Code: | 8818 |
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Item Type: | Contribution to Journal (Journal Article) |
Refereed: | Yes |
Measurements or Duration: | 8 pages |
Keywords: | Critical Literacy, Four Resources Model |
DOI: | 10.1111/j.1467-9345.2007.00451.x |
ISSN: | 1741-4350 |
Pure ID: | 33722950 |
Divisions: | Past > QUT Faculties & Divisions > Faculty of Education |
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: | 28 Mar 2008 00:00 |
Last Modified: | 03 Mar 2024 15:10 |
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