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ERIC Number: ED444183
Record Type: Non-Journal
Publication Date: 1999-Nov-18
Pages: 23
Abstractor: N/A
Reference Count: N/A
Critical Literacies: Negotiating Powerful and Pleasurable Curricula--How Do We Foster Critical Literacy through English Language Arts?
Comber, Barbara
All over the world educators work towards social justice in a variety of classroom projects. How might teachers of English language arts be informed by this variety of projects--all of which involve young people and their teachers exploring relationships between language and power? Theoretically, protagonists of critical literacies have many different origins--coming from feminist standpoints, critical linguistics, poststructuralist theory, anti-racism, the work of Paulo Freire, and more. These theoretical starting points are about shaping young people who can analyze what is going on, who will ask why things are the way they are, who will question who benefits from the way things are, and who can act to make things more equitable. To do so requires a literacy curriculum which has young people engaged in socially perceptive reading, listening, viewing, and speaking, writing and producing texts which represent their rights and the rights of others. This paper discusses some of the fears, questions, and doubts educators may associate with critical literacy. The major part of the paper offers an account from one classroom--the story of how one group of children and their teacher negotiated critical literacies in practice. The paper concludes by making a case for critical literacies in English language arts classrooms at this time--literate practices that go beyond "nice-n-normal"--but it also raises some questions and challenges which accompany such work. (Contains 22 references.) (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A