By Wendy Morgan
Serious literacy investigates how sorts of wisdom, and the ability they create, are created in language and brought up by means of those that use texts. It asks how language can be positioned to various, extra equitable makes use of, and the way texts could be recreated in a manner that may inform a special story.
This booklet is a gently documented and significantly analysed instance of the becoming emphasis on serious literacy in syllabuses, executive reviews and so on. It:
* bridges the space among teachers' theorizing and lecturers' work
* describes how secondary academics have deliberate and carried out severe literacy curricula on a number of subject matters, from Shakespeare to the workplace
* listens to academics reflecting on their educating and analyses school room talk
* extrapolates from current perform to a destiny serious literacy in a digitised, hypermedia world.
Teachers and scholars of schooling, serious literacy advocates and theorists of literacy and education can examine even more from this ebook, which indicates how serious literacy lecturers, and their scholars are contributing to the continuing reinvention of English schooling as serious literacy.
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Extra resources for Critical Literacy in the Classroom: The Art of the Possible
32 Reading curricula So too students need time and experience, with the guidance of many teachers in and beyond school, and through curricula in which theory is experienced as activities, later reflected on, rather than handed on as a body of knowledge known by others. Such de-emphasis on teaching-for-learning is the more likely when teachers define their students as duped by culture, even if not cultural dopes, who stand in urgent need of reorientation and repositioning if they are to resist the lures of a ‘predatory culture’ (McLaren 1995).
Different kinds of writing are privileged within different discourses: essays of literary criticism or argumentation; writer-centred, more confessional explorations of personal understanding; the production of texts which adhere to the structures – and strictures – of a generic model; or writing which supplements and challenges the sufficiency of a given model in form or substance. In each case the kind of writing required of students follows from, confirms and demonstrates the particular kind of reading competence promoted almost as much as it does their writing capabilities.
It may help students to relativise their own culture’s preoccupations and provide them with a sense of history. For the postmodern culture they inhabit appropriates bits and pieces of the past as images for consumption: elements of an everpresent, everchanging style of fashion. But how can teachers help students gain access to historical and cultural knowledge that is not already available to them? One suggestion, through performative activities, is taken up in the final section of this chapter.
Critical Literacy in the Classroom: The Art of the Possible by Wendy Morgan