Writing the Word and the World: Critical Literacy as Critical Textual Production.

Autor/in	Morrell, Ernest
Titel	Writing the Word and the World: Critical Literacy as Critical Textual Production.
Quelle	(2003), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Stellungnahme; Critical Pedagogy; Educational Objectives; Educational Philosophy; Higher Education; Seminars; Social Change; Writing Assignments; Writing Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Pedagogy; Erziehungslehre; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Seminar; Sozialer Wandel; Schreibunterricht
Abstract	Critical pedagogy is fundamentally and ultimately linked with critical literacy. There can be no liberation of self or other without tools or language to perform counter-readings of dominant texts that serve the interests of power. Paulo Freire and Donaldo Macedo's work has, for some time, been a cornerstone for critical literacy, a model of teaching literacy and interacting with dominant texts in empowering ways. Critical pedagogists have necessarily focused on critical consumption of dominant texts, but this paper argues for a change in focus from consumption to production, or critical textual production. The paper notes that moving from consumption to production in critical literacy instruction necessarily requires at least a meaningful dialogue between the discourses of critical pedagogy and rhetoric and composition as writing instructors consider how they teach students to construct texts that serve as counter narratives to these dominant texts that they have gained the ability to deconstruct. It argues that the consumptive aspect of critical literacy will not be lost, rather it will be subsumed in the process of producing alternate texts such as Web sites, brochures, editorials, research reports, essays, and fictional works. The paper urges college educators to heed the necessary call of critical composition pedagogy, to help students prepare for writing lives as engaged citizens and not just students or future professionals. Drawing from the work of Freire and Macedo, the paper proposes several core tenets of critical composition pedagogies: Historicity; Problem Posing; Dialogic; Emancipatory; and Praxis. It describes a critical research and writing seminar, one example of how critical composition might happen in the context of a university writing course. Lists 12 works cited. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC