Critical Literacies in Schools : A Primer


Autoria(s): Luke, Allan; Woods, Annette F.
Data(s)

2009

Resumo

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.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/27520/

Publicador

National Council of Teachers of English

Relação

http://eprints.qut.edu.au/27520/3/27520.pdf

http://www.ncte.org/journals/vm

Luke, Allan & Woods, Annette F. (2009) Critical Literacies in Schools : A Primer. Voices from the Middle, 17(2), pp. 9-18.

Direitos

Copyright 2009 National Council of Teachers of English

NCTE grants permission for this article to be made available via the institutional repository.

Fonte

Faculty of Education; School of Early Childhood

Palavras-Chave #130200 CURRICULUM AND PEDAGOGY #Critical literacy #pedagogy
Tipo

Journal Article