From Situated Privilege to Dis/abilities: Developing Critical Literacies Across Social Issues

Young, Sara Lewis-Bernstein

doi:10.1002/jaal.720

Cited by 6 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In deciding an issue to raise in the practice, for example, teachers should always consider their students' previous experiences with the issue. One of the ways teachers can collaborate with students in the instruction is by inviting students to choose the text to read, topic to discuss, and project to take (Huh, 2016;Young, 2018). This way, students will feel that the instruction is meaningful and relevant to them.…”

Section: Students' Experiences and Backgroundmentioning

confidence: 99%

Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Novianti

Thomas

Tõ

2020

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

The practice of critical literacy in EFL contexts answers the need for EFL pedagogy that considers the complex social and political dimensions of foreign language learning. Many teachers are still discouraged from practicing critical literacy due to the many challenges they encounter. In this paper, we outline a practical framework that can help teachers navigate the complexity of practicing critical literacy in EFL contexts. The framework consists of four resources of critical literacy practice, namely curriculum and standards, students’ experiences and background, local social issues, and text selection. The classroom activities include text analysis and critique, bridging the word and the world, and social action. Particular issues in EFL pedagogy are addressed with implications for the practice of critical literacy.

show abstract

Section: Students' Experiences and Backgroundmentioning

confidence: 99%

Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Novianti

Thomas

Tõ

2020

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

show abstract

“…Critical literacies are often broadly defined as the capacities to read one’s “ideologically constructed world” (Young, 2017, p. 501) generally through lenses that examine oppression and privilege (Luke, 1991, 2000). As Borsheim and Petrone (2006) explained, critical literacies are the “skills, strategies, dispositions, and habits of mind to understand, question, challenge, and transform the status quo (that which seems commonsensical or natural)” (p. 79).…”

Section: Theoretical Framework: Critical Literacies and Social Actionmentioning

confidence: 99%

Critical literacies on the university campus

Boyd

Darragh

2019

ETPC

View full text Add to dashboard Cite

Purpose The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in a young adult novel and to examine how social action projects develop teacher candidates’ critical literacies. Design/methodology/approach This qualitative exploratory multiple case study (Stake, 2005) investigated 70 pre-service teachers on two college campuses over two semesters as they engaged in social action projects. The researchers engaged in layers of open and thematic coding through the theoretical lens of critical literacies. Findings Preservice teachers engaged in a range of direct and indirect action and, as a result, experienced varying levels of self-efficacy and impact. While most felt their endeavors were successful, those who conducted awareness campaigns noted an inability to measure the effects they had on their communities. Their development of critical literacies through social action was evidenced in the partnerships across campus they established as well as their levels of engagement with peers and local officials. Originality/value While the results of conducting social action with youth in secondary classrooms are well established in the literature, lesser well known are ways to engage preservice teachers in such endeavors. This study illustrates not only how teacher candidates can engage in social action as aligned with young adult literature but also offers insights gained from those processes.

show abstract

“…Critical literacy aims to scrutinise and critique the social, political, cultural, and economic world through questioning, analysing, and reflecting, encouraging the identification of alternative ways and solutions in order to transform and change the society to be more sustainable and just (Young, 2018). Giroux (2011) emphasises the importance of educators' role to develop a socially and economically fair society, connecting teaching to authentic contexts.…”

Section: Critical Literacy Pedagogymentioning

confidence: 99%

Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum

Adaspayeva

Parkes

2021

nzaroe

View full text Add to dashboard Cite

Global Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4.

show abstract

From Situated Privilege to Dis/abilities: Developing Critical Literacies Across Social Issues

Cited by 6 publications

References 15 publications

Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Critical literacies on the university campus

Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum

Contact Info

Product

Resources

About