| 1. |
- Kaya, Jean, et al.
(författare)
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Critical Literacy in Uganda and Congo: The Urgency of Decolonizing Curricula
- 2021
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Ingår i: The Handbook of Critical Literacies. - New York : Routledge. - 9781003023425 - 9780367902599 - 9780367902605 ; , s. 297-304
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Bokkapitel (refereegranskat)abstract
- This chapter underscores the urgency of critical reflections towards the decolonization of educational curricula in Uganda and Congo. Departing from highlighting the sociopolitical contexts and the colonial impact on the education systems in both countries, the chapter utilizes theories in critical literacy to point out absences and insufficiencies regarding critical self-consciousness. It invites scholars in and from both countries—as well as other ex-colonies—to stimulate emancipatory critical literacy among young and adult learners as a means of filling these gaps. Thereby, such countries can draw on their own ways of knowing, doing, and being to equitably influence endogenous and global development processes. The chapter makes recommendations, including the creation of an African critical literacies scholars’ network to coordinate studies and efforts in this regard.
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| 2. |
- Low, D., et al.
(författare)
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Critical literacy and contemporary literatures
- 2021
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Ingår i: The Handbook of Critical Literacies, J. Z. Pandya, R. A. Mora, J. Alford, N. A. Golden, & R. S. de Roock (Eds.). - London : Routledge. - 9780367902599 ; , s. 308-316
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- 'The Handbook of Critical Literacies' aims to answer the timely question: what are the social responsibilities of critical literacy academics, researchers, and teachers in today’s world? Critical literacies are classically understood as ways to interrogate texts and contexts to address injustices and they are an essential literacy practice. Organized into thematic and regional sections, this handbook provides substantive definitions of critical literacies across fields and geographies, surveys of critical literacy work in over 23 countries and regions, and overviews of research, practice, and conceptual connections to established and emerging theoretical frameworks. The chapters on global critical literacy practices include research on language acquisition, the teaching of literature and English language arts, Youth Participatory Action Research, environmental justice movements, and more. This pivotal handbook enables new and established researchers to position their studies within highly relevant directions in the field and engage, organize, disrupt, and build as we work for more sustainable social and material relations. A groundbreaking text, this handbook is a definitive resource and an essential companion for students, researchers, and scholars in the field.
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| 3. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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The situational in critical literacy
- 2022
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Ingår i: The handbook of critical literacies. - New York : Routledge. - 9780367902599 - 9781003023425 - 9780367902605 ; , s. 419-427, s. 419-427
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Bokkapitel (refereegranskat)abstract
- In this study, we draw from pragmatism and transactional realism to conceptualize the meaning of critical literacy. As Sundström Sjödin (2019) writes, “[t]he critical stands for moments which are radical and urgent, political, challenging, transformative and liberating” (p. 87). Transactional realism refers to John Dewey’s version of realism, in which realism is experienced as a function of the organism–environment transaction (Biesta & Burbules, 2003). The aim of this chapter is to contribute to expanding the meaning of critical literacy in line with, for example, “reconstruction” (Janks, 2010, p. 19), “access and equity” (Luke, 2000, p. 459) or critical literacy as “embodied” (Johnson & Vasudevan, 2012, p. 34) to also include the unforeseen critical moments occurring in oral and written text situations in classrooms. These critical moments are not planned beforehand; rather, these moments emerge through interactions in the environment constituted by the teacher, the students, the teaching content, and physical objects. We argue that a transactional understanding of text situations is helpful to understand how certain situations turn into “critical moments”; that is, when students pay attention to critical aspects in text situations and act upon it. Such moments can be acknowledged, rejected, or go unnoticed by the teacher. Such critical thinking and acting might increase possibilities for equity and justice within society, resisting what Freire (1970) referred to as the culture of silence.In this chapter, we describe how this “renewed” concept of critical literacy can be understood as critical moments. We ask: What kinds of critical situated moments appear and what characterizes these critical situated moments? In the following sections, we present current interpretations of critical literacy and perspectives on critical literacy in relation to pragmatism and transactional realism. Next, we outline the methodology and analysis of the situated moments of critical literacy within two classrooms. Lastly, we present the findings and discussion.
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