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Localities in critical literacy practice: a critical review of the frameworks

Citation

Novianti, N and Thomas, Angela and To, VT, Localities in critical literacy practice: a critical review of the frameworks, Journal of Theories and Research in Education, 16, (1) pp. 79-96. ISSN 1970-2221 (2021) [Refereed Article]


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Copyright Statement

Copyright (c) 2021 Nita Novianti, Angela Thomas, Vinh To. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported (CC BY-NC-ND 3.0) License, (https://creativecommons.org/licenses/by-nc-nd/3.0/).

DOI: doi:10.6092/issn.1970-2221/11471

Abstract

A large number of frameworks and models have been created to help translate the highly philosophical theory of critical literacy into practice. How these frameworks have been translated into classroom practice is an area much unexplored. The present study critically reviewed the frameworks of critical literacy applied in the classroom practices of language arts and language education within the last twenty years. Adapting the classification put forward by Luke and Woods (2009), the review divides the frameworks into critical pedagogy, textual, and practical approaches. The application of the frameworks identified in this review defies the rigid divisions between critical and textual approaches because text still plays an important role. The additional category of practical approaches is created to refer to frameworks that combine the critical and textual approaches and include more key tenets of critical literacy with a stronger focus on classroom practices. The more recent frameworks are increasingly embracing more key tenets of critical literacy, but the tenet of localities still has no place in these frameworks. Nonetheless, a small number of classroom practices have carefully included localities in the design and enactment of critical literacy.

Item Details

Item Type:Refereed Article
Keywords:classroom practice, critical literacy, framework, localities
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:LOTE, ESL and TESOL curriculum and pedagogy
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in education
UTAS Author:Novianti, N (Ms Nita Novianti)
UTAS Author:Thomas, Angela (Dr Angela Thomas)
UTAS Author:To, VT (Dr Vinh To)
ID Code:143971
Year Published:2021
Deposited By:Office of the School of Social Sciences
Deposited On:2021-04-12
Last Modified:2021-09-27
Downloads:7 View Download Statistics

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