Critical Literacy and Youth Organizing
Chapter 3. Historicizing the Future of Critical Literacy
← 26 | 27 →·3·
Much of the earliest scholarship on critical literacy is based upon Freirean pedagogy. Paulo Freire is the preeminent scholar of critical pedagogy. Freire’s text Pedagogy of the Oppressed (1970) has proven instructive in focusing on political dimensions of experience and initiating social change with “oppressed” persons by identifying structures of oppression in communities and acting to redress those conditions (see Burbles & Berk, 1999, for discussion). In 1987, Freire and Macedo published their expansive volume on literacy and critical pedagogy. In it, they argued that those who are critically literate can not only understand how meaning is socially constructed within texts but can also come to understand the political and economic contexts in which those texts were created and embedded (Freire & Macedo, 1987).
While Freire and Macedo were perhaps the first to forward an explicit dialogue around the idea of critical literacy, it was not until 1993 that Lankshear and McLaren issued what was to become the seminal text devoted to the topic. In it, they stated that literacy is more complex than the traditionally defined skills of reading and writing. Rather, they argued that such a traditional definition of literacy is ideologically aligned with particular postures of ← 27 | 28 → normative sociopolitical consciousness that are inherently oppressive and exploitative. By contrast, critical literacy emphasized the social construction of reading, writing, and text production within political contexts of inequitable economic, cultural, political, and institutional structures. Lankshear and McLaren argued for critically reflective teaching and research agendas in the...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.