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

From Situated Privilege to Dis/abilities: Developing Critical Literacies Across Social Issues The purpose of this study was to investigate how curriculum grounded in critical literacy strategies supports critical language awareness and activism across social issues and identities. The research is grounded in theories of critical literacies, discursive practices, and situated privilege. Critical practitioner research was used to collect classroom data, which were then coded and analyzed through critical discourse analysis to examine language, literacy, and examples of activism in the data set. Findings indicate that although strategies such as decoding discourses and ideologies, revealing connections between language and power, and engaging in social action are important to developing critical literacies across social issues, understanding privilege, power, and one's own role in maintaining oppression are also crucial to developing critical literacies around issues of situated privilege. Implications for teachers include consideration for the complexity of identities and social locations in critical literacy pedagogies. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Adolescent & Adult Literacy Wiley

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

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Publisher
Wiley
Copyright
Copyright © 2018 International Literacy Association
ISSN
1081-3004
eISSN
1936-2706
D.O.I.
10.1002/jaal.720
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to investigate how curriculum grounded in critical literacy strategies supports critical language awareness and activism across social issues and identities. The research is grounded in theories of critical literacies, discursive practices, and situated privilege. Critical practitioner research was used to collect classroom data, which were then coded and analyzed through critical discourse analysis to examine language, literacy, and examples of activism in the data set. Findings indicate that although strategies such as decoding discourses and ideologies, revealing connections between language and power, and engaging in social action are important to developing critical literacies across social issues, understanding privilege, power, and one's own role in maintaining oppression are also crucial to developing critical literacies around issues of situated privilege. Implications for teachers include consideration for the complexity of identities and social locations in critical literacy pedagogies.

Journal

Journal of Adolescent & Adult LiteracyWiley

Published: Jan 1, 2018

Keywords: ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;

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