A Contextual Critique of Critical Literacy: Freirean "Generative Themes" and Their Impact on Pedagogic Practice

Autor/in	Weninger, Csilla
Titel	A Contextual Critique of Critical Literacy: Freirean "Generative Themes" and Their Impact on Pedagogic Practice
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 39 (2018) 1, S.84-97 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2016.1234432
Schlagwörter	Foreign Countries; Critical Literacy; Media Literacy; Neoliberalism; Secondary Education; Educational Theories; Educational Policy; Educational Practices; Administrative Organization; Accountability; Second Language Learning; English (Second Language); Second Language Instruction; Public Education; Teacher Surveys; Interviews; Singapore + Suchen Sie Ihr Suchwort? Ausland; Kritisches Lesen; Media skills; Medie competence; Medienkompetenz; Neo-liberalism; Neoliberalismus; Sekundarbereich; Educational theory; Theory of education; Bildungstheorie; Politics of education; Bildungspolitik; Bildungspraxis; Verantwortung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Öffentliche Erziehung; Interviewing; Interviewtechnik; Singapur
Abstract	Public education in post-industrial societies has been restructured based on a human capital model that prioritizes the economic value of citizens for the benefit of globally competitive national economies. In a policy-as-numbers climate [Lingard, B. (2011). "Policy as numbers: Ac/counting for educational research." "The Australian Educational Researcher", 38(4), 355-382], school administrators and teachers struggle to "produce results" and "close gaps" within accountability systems built on standardized measures of learning. What possibilities exist for critical literacy as viable classroom pedagogy in such an environment? This article offers a contextual-empirical analysis of efforts to implement critical literacy in mainstream secondary classes in Singapore. Drawing on Freire's notion of generative themes, it identifies key political-policy constraints, showing how they impacted the pedagogical enactment of critical literacy tenets and pinpointing a focal direction for critical literacy in Singapore's English education. More generally, the article argues that critical literacy, more than ever, must be a localized practice responding to exigencies emerging at the global-local nexus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01