Importing Critical Literacy Pedagogy: Does it Have to Fail?  

Oleh:

Kramer-Dahl, Anneliese

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 15 no. 1 (2001), page 14-32.
Fulltext: Vol. 15, No. 1, p 14-32.pdf (256.57KB)

Isi artikel

While critical literacy or literacy as empowerment have become key notions in current reading and writing programmes (Clark, 1992; Lillis, 1997),what counts as ‘critical’and as ‘empowering’ has been contested. As this paper shows, these notions also have to be constantly redefinedas teachers accommodate to the particularities of the cultural and institutional sites where they are being used. Focusing on one particular site, the paper describes and evaluates an undergraduate course in reading and writing-across-thecurriculum at a university in Singapore, whose agenda was shaped by discourses on critical pedagogy and critical language awareness. Rather than merely socialising the students into their particular academic discourse communities, the course sought to invite them to interrogate the textual practices of these communities and to construct alternative texts. This was to be achieved through such principles of critical literacy instruction as (1) positioning students as researchers of academic language practices; (2) respecting their resistanceto academicways of knowing and writing, and exploring alternative constructions of academic writing; and (3) problematising classroom and public texts (Comber, 1994).The students’own work andwords demonstrate the benefits as well as the limitations of such a critical reading and writing programme.

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