Critical Literacy: Politics, Praxis, and the PostmodernIllustrates the differences and similarities between modernist and postmodernist theories of literacy, and suggests how the best elements of both can be fused to provide a more rigorous conception of literacy that will bring theoretical, ethical, political, and practical benefits. Some of the 14 essays are theoretical, other present case studies of literacy programs for adults and other applications. Annotation copyright by Book News, Inc., Portland, OR |
Contents
Critical literacy as political intervention Three variations on a theme | 57 |
Informing critical literacy with ethnography | 81 |
Critical literacy and the politics of gender | 105 |
The challenge of popular education in the Grenada revolution | 133 |
Words to a lifeland Literacy the imagination and Palestine | 167 |
Between moral regulation and democracy The cultural contradictions of the text | 193 |
Literacy and urban school reform Beyond vulgar pragmatism | 217 |
Literacy pedagogy and English studies Postmodern connections | 247 |
Feminist literacies Toward emancipatory possibilities of solidarity | 323 |
DisConnecting literacy and sexuality Speaking the unspeakable in the classroom | 335 |
Literacy and the politics of difference | 367 |
Critical literacy and the postmodern turn | 379 |
Postscript to Critical literacy and the postmodern turn | 421 |
Contributors | 427 |
433 | |
440 | |
Postmodernism and literacies | 271 |
Reading and writing the media Critical media literacy and postmodernism | 297 |
Other editions - View all
Critical Literacy: Politics, Praxis, and the Postmodern Colin Lankshear,Peter L. McLaren Limited preview - 1993 |
Common terms and phrases
activities adult education analytic philosophy approach argue become challenge classroom concept consciousness constructed context critical ethnography critical literacy critical pedagogy critical theory critique cultural literacy curriculum democratic discourse dominant economic educa emancipatory engage English English studies ethnographic experience feminist forms Freire gender Giroux Grenada Grenadian groups Henry Giroux human Ibid identity ideological important individual interests interpretation involved issues knowledge language learners learning legitimate liberal literacy campaign lives London Marxism McLaren meaning media literacy oppression organization participation Paulo Freire perspective Peter McLaren philosophy of education political position postmodern poststructuralism poststructuralist praxis problems production question reading and writing reality reform revolution role Routledge semiotic sexuality sign system skills social practices social relations society speak specific story structures struggle studies teachers teaching textbook texts theory tion transformation understand urban schools voices woman women workers York
Popular passages
Page 13 - Indeed, when the subject is said to be constituted, that means simply that the subject is a consequence of certain rule-governed discourses that govern the intelligible invocation of identity. The subject is not determined by the rules through which it is generated because signification is not a Jbunding act, but rather a regulated process of repetition that both conceals itself and enforces its rules precisely through the production of substantializing effects.
Page 42 - ... and admits of no dichotomy between them — thinking which perceives reality as process, as transformation, rather than as a static entity — thinking which does not separate itself from action, but constantly immerses itself in temporality without fear of the risks involved.