CRITICAL LITERACY CRITICAL LITERACY Related to critical pedagogy
![CRITICAL LITERACY CRITICAL LITERACY](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-1.jpg)
![CRITICAL LITERACY • Related to critical pedagogy and social justice work of Paulo Freire CRITICAL LITERACY • Related to critical pedagogy and social justice work of Paulo Freire](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-2.jpg)
![CRITICAL LITERACY IS: One of four processes readers need (Luke & Freebody, 1990): • CRITICAL LITERACY IS: One of four processes readers need (Luke & Freebody, 1990): •](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-3.jpg)
![Gender Roles Then ( circa 1950’s) Gender Roles Then ( circa 1950’s)](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-4.jpg)
![AND NOW… AND NOW…](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-5.jpg)
![“HISTORIC RACISM? ? “HISTORIC RACISM? ?](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-6.jpg)
![And Now And Now](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-7.jpg)
![DISRUPT & CRITIQUE Critical Literacy seeks to: • Disrupt and critique • Provoke multiple DISRUPT & CRITIQUE Critical Literacy seeks to: • Disrupt and critique • Provoke multiple](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-8.jpg)
![CRITICAL LITERACY HABITS OF MIND In any discourse: • • Who has their views CRITICAL LITERACY HABITS OF MIND In any discourse: • • Who has their views](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-9.jpg)
![TEXTS ARE SOCIAL CONSTRUCTIONS Texts are never neutral Texts can be: • Deconstructed and TEXTS ARE SOCIAL CONSTRUCTIONS Texts are never neutral Texts can be: • Deconstructed and](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-10.jpg)
![“ZESTY”? ? ? OR SEXIST? “Once you go Italian you never go back. . “ZESTY”? ? ? OR SEXIST? “Once you go Italian you never go back. .](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-11.jpg)
![OR JUST DISTURBING… OR JUST DISTURBING…](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-12.jpg)
![CRITICAL CONSUMPTION CRITICAL CONSUMPTION](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-13.jpg)
![ACTION STEPS Start small: incorporate critical literacy questions into lessons using pop culture Bridge ACTION STEPS Start small: incorporate critical literacy questions into lessons using pop culture Bridge](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-14.jpg)
![WHY THIS MATTERS… WHY THIS MATTERS…](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-15.jpg)
![YOUR TURN… For our next class – This time we “deconstructed” images of gender YOUR TURN… For our next class – This time we “deconstructed” images of gender](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-16.jpg)
![REFERENCES Bean, T. W. , & Harper, H. J. (in press). Exploring notions of REFERENCES Bean, T. W. , & Harper, H. J. (in press). Exploring notions of](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-17.jpg)
![REFERENCES CONT’D Lankshear, C. , & Knobel, M. (2002). Do we have your attention? REFERENCES CONT’D Lankshear, C. , & Knobel, M. (2002). Do we have your attention?](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-18.jpg)
- Slides: 18
![CRITICAL LITERACY CRITICAL LITERACY](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-1.jpg)
CRITICAL LITERACY
![CRITICAL LITERACY Related to critical pedagogy and social justice work of Paulo Freire CRITICAL LITERACY • Related to critical pedagogy and social justice work of Paulo Freire](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-2.jpg)
CRITICAL LITERACY • Related to critical pedagogy and social justice work of Paulo Freire (Freire, 1998) • The active and often resistant engagement with texts (broadly defined) (Stevens & Bean, 2007) • A process aimed at exploring (and disrupting) issues Dr. Allan Luke Lecture on Critical Literacy http: //blip. tv/presenting/drallanlukeseg 5 -3020955
![CRITICAL LITERACY IS One of four processes readers need Luke Freebody 1990 CRITICAL LITERACY IS: One of four processes readers need (Luke & Freebody, 1990): •](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-3.jpg)
CRITICAL LITERACY IS: One of four processes readers need (Luke & Freebody, 1990): • Code breaker • Meaning maker • Text user • Text critic (critical literacy) Critical literacy involves deconstruction of texts “with an eye toward elements of historical, social, and political contexts that permeate and foreground any text” (Stevens & Bean, 2007, p. 9).
![Gender Roles Then circa 1950s Gender Roles Then ( circa 1950’s)](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-4.jpg)
Gender Roles Then ( circa 1950’s)
![AND NOW AND NOW…](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-5.jpg)
AND NOW…
![HISTORIC RACISM “HISTORIC RACISM? ?](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-6.jpg)
“HISTORIC RACISM? ?
![And Now And Now](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-7.jpg)
And Now
![DISRUPT CRITIQUE Critical Literacy seeks to Disrupt and critique Provoke multiple DISRUPT & CRITIQUE Critical Literacy seeks to: • Disrupt and critique • Provoke multiple](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-8.jpg)
DISRUPT & CRITIQUE Critical Literacy seeks to: • Disrupt and critique • Provoke multiple interpretations • Critique essentialist, simplistic views of issues, people, and things • For example, class, gender, and ethnic stereotyping • “People in that neighborhood are like that…. ”
![CRITICAL LITERACY HABITS OF MIND In any discourse Who has their views CRITICAL LITERACY HABITS OF MIND In any discourse: • • Who has their views](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-9.jpg)
CRITICAL LITERACY HABITS OF MIND In any discourse: • • Who has their views represented? Who is privileged? Who is left out or silenced? What social, political, economic, gender, and ethnicity elements are at play? (Stevens & Bean, 2007)
![TEXTS ARE SOCIAL CONSTRUCTIONS Texts are never neutral Texts can be Deconstructed and TEXTS ARE SOCIAL CONSTRUCTIONS Texts are never neutral Texts can be: • Deconstructed and](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-10.jpg)
TEXTS ARE SOCIAL CONSTRUCTIONS Texts are never neutral Texts can be: • Deconstructed and • Reconstructed through: • Critical questions and discussion
![ZESTY OR SEXIST Once you go Italian you never go back “ZESTY”? ? ? OR SEXIST? “Once you go Italian you never go back. .](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-11.jpg)
“ZESTY”? ? ? OR SEXIST? “Once you go Italian you never go back. . ” ~ Kraft Italian Dressing Commercial
![OR JUST DISTURBING OR JUST DISTURBING…](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-12.jpg)
OR JUST DISTURBING…
![CRITICAL CONSUMPTION CRITICAL CONSUMPTION](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-13.jpg)
CRITICAL CONSUMPTION
![ACTION STEPS Start small incorporate critical literacy questions into lessons using pop culture Bridge ACTION STEPS Start small: incorporate critical literacy questions into lessons using pop culture Bridge](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-14.jpg)
ACTION STEPS Start small: incorporate critical literacy questions into lessons using pop culture Bridge to other content material (e. g. textbooks, articles etc. ) Bring Awareness to positioning and impact of images and messages. Deconstruct and reconstruct texts with your students
![WHY THIS MATTERS WHY THIS MATTERS…](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-15.jpg)
WHY THIS MATTERS…
![YOUR TURN For our next class This time we deconstructed images of gender YOUR TURN… For our next class – This time we “deconstructed” images of gender](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-16.jpg)
YOUR TURN… For our next class – This time we “deconstructed” images of gender roles and race. Next time we will “reconstruct” these images through critical literacy: • Bring in a text that you feel could be used from a critical literacy perspective for the grade level you would like to teach that reconstructs a negative stereotype.
![REFERENCES Bean T W Harper H J in press Exploring notions of REFERENCES Bean, T. W. , & Harper, H. J. (in press). Exploring notions of](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-17.jpg)
REFERENCES Bean, T. W. , & Harper, H. J. (in press). Exploring notions of freedom in young adult literature. Journal of Adolescent & Adult Literacy. Cervetti, G. , Damico, J. S. , & Pardeles, M. J. (2001). A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy. Reading Online (On-line). Available: http: //www. reading. org Foucault, M. (1977). Power/Knowledge: Selected interviews and other writings. New York: Pantheon. Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux. Freire, P. , (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. New York: Rowman & Littlefield. Harper, H. J. , & Bean, T. W. (2006). Fallen angels: Finding adolescents and adolescent literacy (ies) in a project of democratic citizenship. In D. E. Alvermann, K. Hinchman, D. W. Moore, S. Phelps, & D. Waff (Eds. ), Reconceptualizing the literacies in adolescents’ lives (2 nd ed. ), (pp. 147 -160). Mahwah, NJ: Lawrence Erlbaum.
![REFERENCES CONTD Lankshear C Knobel M 2002 Do we have your attention REFERENCES CONT’D Lankshear, C. , & Knobel, M. (2002). Do we have your attention?](https://slidetodoc.com/presentation_image_h/7b9f84e7b251f4f89a99adf35a5c9193/image-18.jpg)
REFERENCES CONT’D Lankshear, C. , & Knobel, M. (2002). Do we have your attention? New literacies, digital technologies, and the education of adolescents. In D. E. Alvermann (Ed. ), Adolescents and literacies in a digital world (pp. 19 -39). New York: Peter Lang. Luke, A. , & Freebody, P. (1999). Further notes on the four resources model. Reading Online (On-line). Available: http: //www. readingonline. org/research/lukefreebody. htm Malloy, R. (2006, April). Itronix Hummer Laptop: The in-your-face status symbol for the ultimate road warrior. Laptop, pp. 146 -147. Martin, T. (1999). Essential Surrealists. London, England: Parragon. Mazda. (2004). ‘ 05 Mazda Miata: Zoom-zoom. Irvine, CA: Mazda North American Operations. Stevens, L. P. , & Bean, T. W. (2007). Critical literacy: Context, research, and practice in the K-12 classroom. Thousand Oaks, CA: SAGE.
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