Critical literacy

CRITICAL LITERACY

Joseph Gerson A. BalanaMaster in English Language & Literature-1

Summer 2015

IN THE CURRICULUM

Critical thinking does not require a college education or advanced understanding of philosophy, nor it is problem solving or creativity. It does not mean you criticize persons or things, not is it associated with age or IQ.

Merriam & Bierema, 2014, p.213

Critical education has been important in social movements and liberation…(212).“The potential for liberation always exists when students are encouraged to step outside of their individual world, to develop empathy, to think historically, and to think critically” Zamudio, Rios, & Jamie, 2008, p.216 [qtd. in Merriam & Bierema, 2014, p.212]

“Critical thinking describes the process by which students become aware of two sets of assumptions. First, students investigate the assumptions held by scholars in a field of study regarding the way legitimate knowledge is created and advanced in that field. Second, students investigate their own assumptions and the way these frame their own thinking and actions.

“Thinking critically requires us to check the assumptions that we hold, by assessing the accuracy and validity of the evidence for these assumptions and by looking at ideas and actions from multiple perspectives. A person who thinks critically is much better placed to take informed actions; actions that are well grounded in evidence and that are more likely to achieve the results intended.”

Brookefield, 2012, p.157

[qtd. in Merriam & Bierema, 2014, p.213]

Critical theory helps us do three important things: (1) it gives us a framework for critiquing

social conditions, (2) it challenges universal truths or dominant ideologies, and (3) it seeks social emancipation and the elimination of oppression.


Transformative Education

“Education then fulfills a crucial social function that ensures that he productive forces of society will replicate and develop….Furthermore, education is also an essential component in the preparation for citizenship (3).

Tujan, A. (2004)


“The challenge to education is how it can become an agent towards ending poverty and underdevelopment. The answer to this challenge lies in how it should respond to the problems…to remove social structures of…control… (7).”

Tujan, A. (2004)


“On the other hand, education also plays a crucial role in social development. As a center for learning, the education system….serves as a locus both for critique and advancement of social theory. Beyond the reinforcing character of education…

Tujan, A. (2004)


“…[it] also reflects the development, advancements and aspirations in society that responds to the prevailing social inequities and injustices and the problems of development (8).”

Tujan, A. (2004)


“The curriculum of the school embodies…and provides the students with the capacity for critical thinking and social awareness, and develops their commitment and empowerment for social action (13).”

Tujan, A. (2004)

Transformative Education“Critical thinking is the capacity to discern and analyze independently in order to judge correctness to see interconnectedness of things and phenomena and to make conclusions about them as value judgments or for action (14).”

Tujan, A. (2004)

Curriculum Strategies“It is commonly assumed that developing the correct grasp of the problems of society is a responsibility which may be assigned to the social studies subject area alone. But actually, this… must be approached in a holistic manner for every year level (16-17).”

Tujan, A. (2004)

Curriculum Strategies“The practice of applying or connecting the lesson and school activities to current issues and advocacy campaigns immediately fulfills the objective for social relevance. But the objective should not be simply link the…

Tujan, A. (2004)

Curriculum Strategies…subject matter to current social problems but to use this learning process to strengthen and develop a correct appreciation of social conditions and problems (17).”

Tujan, A. (2004)

Curriculum Strategies“Another important strategy is correlating skills and knowledge with social purpose and service….social service should be clearly presented to the students as the over-arching life objective, and likewise, the ultimate objective of education (17).”

Tujan, A. (2004)

Integrative Learning

Combines various learning activities and experiences: classroom and out of classroom activities, teacher-focused and independent activities, structured and non-structured discussions and activities, work and community integration, and so on (18).

Tujan, A. (2004)

Community Outreach

…[schools should have] developed their own community involvement or outreach program which targets specific communities and sectors for sustained partnership in something of a symbolic relationship where the school supports the local…

Tujan, A. (2004)

Community Outreach

…cont’d.

organization which in turn, provides the school with a ready “laboratory” for their community outreach program. These communities can be combined with other areas and sectors which the school has developed contacts or partnerships with (19).

Tujan, A. (2004)

Although researchers and educators agree on the importance of teaching critical thinking (Roth, 2010), there is less agreement on the best ways for promoting it through teaching (Tsui, 2002).

(cited in Merriam & Bierema, 2014, p.213)

Multiculturalism is a perspective that values diverse and multiple cultures within a society. Rather than seeking the…status where many cultures meld into one, multiculturalism respects the unique identities and contributions of individuals and their cultures….Multicultural education recognizes that curricular decisions are political

and that what and how material is chosen is influenced….Multiculturally sensitive educators will strive to provide a range of readings by diverse authors rather than those who represent dominant groups. They will also honor diverse perspectives and create opportunities for learners to share their voices.


Introducing Critical Theory

Facilitating Critical Thinking

Taking Critical Action

Understanding power relations

Recognizing ideological manipulation and hegemony

Practicing democracy

Fostering critical reflection

Building a learning community

Practicing dialogical conversation

Classroom experiential learning

Lived experience learning

ACTIVITIES FOR CREATING A CRITICAL CLASSROOM

(taken from Merriam & Bierema, 2014, p.228)


Fox (2002) developed a critical thinking assignment that helps learners see a current issue from multiple perspectives. She has learners identify a current local issue that is controversial. Learners research the history of the issue and various viewpoints and solutions on it. Learners are tasked with identifying a particular proposed solution to the problem and learning about its consequences from various stakeholders in the community. After the learners…


research the solution, they are asked to formulate their own stances toward it. Learners are expected to find to enter the conflict, such as writing letters to the editor or elected officials, creating educational information such as a web page or brochure, and so forth. At the end of the semester, learners discuss the consequences of the options they selected to enter the conflict during class and talk about each other’s design choices.


Links:

D:\Dowloads\Kang BALANA DOWNLOADS\Research\7. CRITICAL LITERACY.pdf

D:\Dowloads\Kang BALANA DOWNLOADS\Research\WW_PromotingCriticalLiteracy.pdf

D:\Dowloads\Kang BALANA DOWNLOADS\Research\Critical_Literacy (1).pdf

References:

Merriam, S. & L. Bierema. (2014). Adult learning: Linking theory and practice. California:

Jossey-Bass.

Oakes, J. & M. Lipton. (2003). Teaching to change the world. 2nd ed. New York: McGraw Hill.

Skinner, D. (2010). Effective teaching and learning in practice. New York: Continuum.

Tujan, A. (2004). Transformative education. Manila: IBON Books.

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