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Critical Literacy
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Critical Literacy
Context, Research, and Practice in the K-12 Classroom


Other Titles in:
English

March 2007 | 160 pages | SAGE Publications, Inc
'This is an excellent text. I particularly liked how the authors share examples of critical literacy throughout the book, especially with digital and multimedia texts. The concepts of deconstruction and reconstruction are especially good' -  Peter McDermott, The SAGE Colleges 

'I have no doubt that graduate students would find the text helpful as they build understanding and fluency in the enactment of critical literacy practices.  To date no text that I am aware of treats critical literacy in a way that encompasses elementary through high school practice.  The authors show an awareness of the kinds of questions neophytes will ask and concepts they struggle to make sense of in the context of their classroom and their community. In an era of federal literacy mandates and fast capitalism, this is a text that offers hope. Through realistic discussion of how text shapes us and is shaped by us, the book provides its readers concrete ways to engage in critical literacy practices with children from elementary through high school' - Cheryl A. Kreutter, St. John Fisher College 

Critical Literacy: Context, Research, and Practice explores the theorization and implementation of critical literacy practices. As a subset of literacy pedagogy, critical literacy is distinguished by its particular emphasis upon interacting critically with texts and situating texts within broader political, cultural, historical, and economic contexts. A key focus of this text is the praxis of critical literacy; that is, theory and practice informing each other.

Comprised of chapters that make use of clear explanations of the tenets of critical literacy, the context of literacy pedagogy in the United States, and classroom examples, this text focuses on what can be learned about the theory of critical literacy from implementation and what practice can learn from theory.  

 
Foreword by Michele Knobel
 
Preface
 
Chapter 1: Redefining Literacy
Genealogy of the Critical: Paulo Freire

 
Defining Critical Literacy

 
Mrs. Cutter’s Class

 
Problematizing Classroom Applications of Critical Literacy

 
 
Chapter 2: Why We Need Critical Literacy: Dynamic Texts and Identity Formation
Literacy Proficiency and New Texts: A Moving Target

 
Texts, Attention, and Identity?

 
The Transformation of Texts and Readers’ Attention

 
Texts as Tools of Identity Formation

 
Texts: Mediating Identity and Culture

 
 
Chapter 3: Critical Literacy and Teacher Education
Teacher Identity

 
Risk, the Future, and Critical Literacy

 
Disrupting Education Discourses With Critical Literacy

 
Critical Media Literacy and Teacher Education

 
Resident Critic

 
 
Chapter 4: Critical Literacy at the Nexus of Praxis
Maintaining Critical Literacy as a Moving Target

 
Essential Features of Critical Literacy

 
 
Chapter 5: Praxis Point 1: Popular Culture, Fandom, and Boundaries
Snapshot 1: Critical Media Literacy and Social Studies

 
Reflection: Practice Informing Theory

 
 
Chapter 6: Praxis Point 2: Critical Numeracy Across the Curriculum
Snapshot 2: Critical Literacy Across the Curriculum

 
Reflection: Practice Informing Theory

 
Critical Literacy and the Institutional Context

 
 
Chapter 7: Praxis Point 3: Cycles of Deconstruction and Reconstruction
Setting the Context and Participants

 
Reflection: Practice Informing Theory

 
Assessing Critical Literacy

 
Reflections on Critical Literacy as Praxis

 
 
Chapter 8: Critical Literacy and Educational Policy Texts
What Is Policy?

 
Critical Policy Analysis

 
National Discourses

 
Moving From National to Local: Complex Connections

 
 
Chapter 9: Critical Policy Analysis in Local Contexts
Policy and Governmentality

 
Local Conversations

 
Transforming Policy Interactions

 
Educational Policy and Complexity Theory

 

For instructors

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ISBN: 9781412941181
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