Negotiating Critical Literacies in Classrooms
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An overarching theme of this collection is the belief that there is no one generic, universal critical literacy - in theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as "empowerment", "resistance" and "multiple readings". This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations.
Provides examples & analysis of the negotiation of critical literacy in specific pedagogical sites (actual classrooms-elementary through adult). Practical classroom focus appropriate for teachers and professional development. International scope.
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