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Contextualizing critical literacy
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och demokrati)ORCID iD: 0000-0002-9233-3691
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper concerns critical literacy and its relation to society. The microanalytic focus on texts, methods and learners in critical literacy studies needs to be supplemented by addressing how local text practices are shaped in relation to larger social forces and global changes, as Luke & Freebody (1997) argue, when they emphasize that these larger perspectives “can form the very bases and objects of study of a critical literacy curriculum”. They ask for a stronger social imagination in guiding literacy education, acknowledging globalized political and environmental challenges as well as new communication patterns. To capture these wider social conditions, we take our starting point in the concept of cosmopolitanism.

Drawing on a growing interest for empirical studies in critical literacy and literacy content in early literacy education (e.g. Bergöö & Jönsson 2012, Schmidt & Gustavsson 2011), we will in this paper more clearly address the question: ‘critical literacy in relation to what?’ when conducting empirical studies. Thus, the aim of this paper is to answer the following two interrelated research questions: With what concepts can the ambiguous term ‘critical literacy’ be characterized? How can critical literacy be related to the wider society through the concept of cosmopolitanism?

This study is a conceptual analysis in the border zone between empirical literacy studies and studies in sociology/philosophy, where we examine the possibilities of establishing a link between the concepts of critical literacy and cosmopolitanism. Thus we examine connections between basic assumptions in critical literacy through the lens of three scholars within the genre: Anne Haas Dyson (1997), Vivian Maria Vasques (2004) and Hilary Janks (2010), in relation to three perspectives on cosmopolitanism: as cosmopolitan orientation, as cosmopolitanization and as a communicative cosmopolitanism.

The analysis shows that critical literacy can be understood as a socio-political approach to literacy, framed by a critical social theory of cosmopolitanism, in its focus on deconstructing and reconstruction of texts and images.

Relevance: The paper elaborate on the relation between two topical international research concepts, critical literacy and cosmopolitanism, which represent an interest for Nordic researchers

Place, publisher, year, edition, pages
2013.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-65763OAI: oai:DiVA.org:oru-65763DiVA, id: diva2:1190561
Conference
NFPF/ NERA, Nordic Conference on Educational Research, Reykjavik, Iceland, March 7-9, 2013
Available from: 2018-03-14 Created: 2018-03-14 Last updated: 2018-03-19Bibliographically approved

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Wahlström, NinniSkoog, Marianne

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf