Chapter 7: Critical Literacy Pedagogy


7.1 Critical Literacies Pedagogy: An Overview

7.2 The Content Focus of Critical Literacies Learning

7.3 Mapping Pedagogical Approaches to Literacies

Supporting Material

Dimension 1: The Contents of Literacy Knowledge—Learning a Critical Thinking, about Social Differences, and through Popular and New Media Cultures

Comber, Thomson and Wells on Critical Literacy

Apple and Beane on Democratic Schools

Ayers on Teaching for Democracy

Freire and Macedo on Emancipatory Literacy

Hooks on the Language of Power

Duncan-Andrade and Morrell on Teaching Hip Hop

Aronowitz and Giroux on Postmodern Education

Ware on Teaching about the ‘Other’

Dunn et al. on Values of Social Justice and Inclusion

Buckingham on Media and Identities

Gee on Video Games and Learning

Cloonan on Analysing a Children’s Television Phenomenon

Dimension 2: The Organisation of Literacy Curriculum—A Focus on Voice and Agency

McLaren on Student Voice

Shor on Critical Literacy

Hass Dyson on Critical Literacy and Gender

Lankshear and Knobel on Pedagogy for i-Mode

Labov on African-American English Vernacular

Dimension 3: Learners Doing Literacy—Engagement with Real Word Issues and Active Citizenship

Schultz on Democratic Curriculum in a Chicago School

Stein on Linguistic Reappropriation

Jenkins on Participatory Culture

Gee on the New Digital Media

Dimension 4: The Social Relationships of Literacy Learning—Literacies as a Tool for Taking Control of One’s Life

van Haren et al. on Hiroshima – An Empathetic Look

Freire on Education Which Liberates

Giroux on Postmodern Education

Kalantzis and Cope, Debating Critical Literacy