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ERIC Number: ED393086
Record Type: Non-Journal
Publication Date: 1996-Jan-26
Pages: 12
Abstractor: N/A
Reference Count: N/A
Agnello, Mary Frances
Literacy teachers might find social theories instructive in understanding how literacy skills and job market preparation have become a literacy for control. To educate students to the best of their abilities, teachers must move beyond the unquestioned authority of the text, the canon, and the power relations that are constructed in status quo classrooms in ways suggested by postmodern literacy scholars whose ideas represent dissensions in this consideration of postmodern literacy. Paulo Freire advocates moving beyond cultural literacy or human capital literacy (worker competence) to critical literacy. Following in Freire's footsteps, C. Lankshear and P. McLaren define critical literacy as going beyond fixed meanings and claiming authority for "emancipatory" practices--they advise teachers to help their students realize that meaning is not fixed and to be literate is to undertake a dialogue with others. As a teaching method, J. Willinksy says that new literacy should consist of those strategies that shift the control of literacy from the teacher to the student. If this is true, how did the educational system manage to get so far way from where it ought to be? One answer would place the blame on educational psychology and its scientific approach. Further, for almost 100 years, the educational system has been aligning intelligence, curriculum tracks, and stratification of literacy practices according to 3 basic tenets: character formation, adherence to the canon, and regard for authority. (Contains 18 references.) (TB)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A