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

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  • Format: Hardcover
  • Copyright: 2007-01-18
  • Publisher: SAGE Publications, Inc

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'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.

Table of Contents

Redefining Literacy
Genealogy of the Critical: Paulo Freire
Defining Critical Literacy Mrs. CutterâÇÖs Class
Problematizing Classroom Applications of Critical Literacy
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 ReadersâÇÖ Attention
Texts as Tools of Identity Formation
Texts: Mediating Identity and Culture
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
Critical Literacy at the Nexus of Praxis
Maintaining Critical Literacy as a Moving Target
Essential Features of Critical Literacy
Praxis Point 1: Popular Culture, Fandom, and Boundaries
Critical Media Literacy and Social Studies
Reflection: Practice Informing Theory
Praxis Point 2: Critical Numeracy Across the Curriculum
Critical Literacy Across the Curriculum
Reflection: Practice Informing Theory
Critical Literacy and the Institutional Context
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
Critical Literacy and Educational Policy Texts
What Is Policy?
Critical Policy Analysis
National Discourses
Moving From National to Local: Complex Connections
Critical Policy Analysis in Local Contexts
Policy and Governmentality
Local Conversations
Transforming Policy Interactions
Educational Policy and Complexity Theory
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