Constructing Critical Literacy: Self-Reflexive Ways for Curriculum and Pedagogy

摘要

Schools have the potential to be places where students can come to understand how and why knowledge and power are constructed (Aronowitz u26 Giroux, 1993). This paper provides an overview of critical literacy from a critical theory/Freirian perspective. Within it, critical literacy is posited as a necessary component of all classroom practices, one that is elemental to Dewey’s (1916) view of democracy, social justice, and what it means to be literate. Features of a critical literacy approach to instruction are provided along with rationales for the necessity of its inclusion in a democratic society.