Critical Literacy: Foundational Notes

Luke, Allan

doi:10.1080/00405841.2012.636324

Cited by 379 publications

(287 citation statements)

References 24 publications

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“…The theory behind the conception of our university teaching intervention assumes that discourse analysis can contribute to creating critical literacy. This is supported by some of the literature on the subject (Luke 2012;Rogers and Mosley Wetzel 2014).…”

Section: Promoting Critical Literacy -A Discourse Theoretical Approachsupporting

confidence: 65%

Discourse Analysis as a Tool for Promoting the ‘Critical Literate’ VET Teacher

Thoma

Ostendorf

2017

Vocations and Learning

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The paper deals with the concept of 'Critical Literacy' in the context of VET teacher education. It focuses on the question of whether and how critical literacy can be developed drawing on elements of discourse research. This is illustrated by means of a higher educational setting, dealing with business administration textbook usage and research. The impact of our learning and teaching setting is illustrated via an empirical longitudinal study (three-phase pre-post design) of students doing a master's degree in business education at an Austrian university. Data were initially collected directly before and after the university seminar using a semi-standardised questionnaire (n = 54). In order to obtain an insight into the sustainable impact of our discourse analysis course on students' thought and actions, in the third phase of data collection, eight participants, who in the meantime had four months experience in VET schools as student teachers (120 h) were invited to a qualitative interview. The paper encompasses a theoretical discussion on the concept of critical literacy, applies it to the target group VET teacher students and shows empirical evidence on pros and cons of discourse analytical course design aiming at the critical literate teacher.

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Section: Promoting Critical Literacy -A Discourse Theoretical Approachsupporting

confidence: 65%

Discourse Analysis as a Tool for Promoting the ‘Critical Literate’ VET Teacher

Thoma

Ostendorf

2017

Vocations and Learning

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“…First, she related critical literacy with how to understand the meaning beyond the text. This point of view is in line with some proponents of critical literacy pedagogy who argue that critical literacy is related to examining the underlying ideology of the writer or the author's purposes (Cervetti, Pardales, & Damico, 2001;Luke, 2012). In other words, as a pedagogical model, critical literacy should enable students to challenge that no text is neutral (McNicol, 2016) and that it is always about someone's truth or reality.…”

Section: Critical Literacy As a Pedagogical Model In English Teachingmentioning

confidence: 59%

“…First, critical literacy starts with everyday texts (Lewison et al, 2015;Van Sluys, 2005;Vasquez, 2005) in which teachers lead students to problematize what is perceived as normal in the society. Therefore, teachers may also start with the textbook used at school and start to question how people are presented in the textbook (Van Sluys, 2005), and challenge students to identify whose voice is heard and whose is missing (Luke, 2012). Apart from the everyday texts that have their own importance in critical literacy education, teachers may also want to include popular culture embedded in critical literacy.…”

Section: Conclusion and Suggestionmentioning

confidence: 99%

A Survey on Critical Literacy as a Pedagogical Approach to Teaching English in Indonesia

Gustine

2018

Indonesian J. Appl. Linguist

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In English-as-a-Foreign-Language (EFL) context, critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom.

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“…To be clear, there certainly were antecedents to Freire's critical pedagogy that just weren't named as such (APPLE; AU, 2015;LUKE, 2012), including the Harlem Socialist Sunday schools (MAKALANI, 2016;NAISON, 1985).or the critical pedagogies enacted in socialist, communist, and other countries pre-Freire (CHU, 1980;MCLAREN;SUORANTA, 2009). Also, even though he has often been mythologized as a "founding father" of critical pedagogy in the United States, Freire's work was not really popularized here until the mid-1980s, when the shift towards critical politics in education research and practice was already well under way (GOTTESMAN, 2010).…”

Section: Introductionmentioning

confidence: 99%

The dialectical materialism of Paulo Freire’s critical pedagogy

2017

REA

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It is hard to over-emphasize Freire's importance to progressive, social justice, radical, and critical educators in the U.S. and around the world. The popularization of Freire and his conception of critical pedagogy has resulted in Freire's work being recontextualized in a variety of settings.However, despite important books on Freire's Marxist politics, his Marxist conception of consciousness, and the power of his legacy for teachers and activists, the popularity of Freire amongst "respectable" progressive educators has meant that the Marxist nature of his pedagogy is often left unsaid. This paper argues that, at its core, Freire's conception of critical pedagogy is based on Marxist, dialectical materialism. Further, this paper defends Freire's critical pedagogy from several detractors, most of whom maintain deep misunderstandings of Freire's dialectical materialism-and therefore propagate deeply misplaced criticisms of his pedagogy. Resumo

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Critical Literacy: Foundational Notes

Cited by 379 publications

References 24 publications

Discourse Analysis as a Tool for Promoting the ‘Critical Literate’ VET Teacher

Discourse Analysis as a Tool for Promoting the ‘Critical Literate’ VET Teacher

A Survey on Critical Literacy as a Pedagogical Approach to Teaching English in Indonesia

The dialectical materialism of Paulo Freire’s critical pedagogy

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