Critical Literacy: Politics, Praxis, and the Postmodern

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Colin Lankshear, Peter McLaren
SUNY Press, Mar 18, 1993 - Education - 443 pages
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Illustrates the differences and similarities between modernist and postmodernist theories of literacy, and suggests how the best elements of both can be fused to provide a more rigorous conception of literacy that will bring theoretical, ethical, political, and practical benefits. Some of the 14 essays are theoretical, other present case studies of literacy programs for adults and other applications. Annotation copyright by Book News, Inc., Portland, OR
 

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Contents

Critical literacy as political intervention Three variations on a theme
57
Informing critical literacy with ethnography
81
Critical literacy and the politics of gender
105
The challenge of popular education in the Grenada revolution
133
Words to a lifeland Literacy the imagination and Palestine
167
Between moral regulation and democracy The cultural contradictions of the text
193
Literacy and urban school reform Beyond vulgar pragmatism
217
Literacy pedagogy and English studies Postmodern connections
247
Feminist literacies Toward emancipatory possibilities of solidarity
323
DisConnecting literacy and sexuality Speaking the unspeakable in the classroom
335
Literacy and the politics of difference
367
Critical literacy and the postmodern turn
379
Postscript to Critical literacy and the postmodern turn
421
Contributors
427
Author Index
433
Subject Index
440

Postmodernism and literacies
271
Reading and writing the media Critical media literacy and postmodernism
297

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Page 13 - Indeed, when the subject is said to be constituted, that means simply that the subject is a consequence of certain rule-governed discourses that govern the intelligible invocation of identity. The subject is not determined by the rules through which it is generated because signification is not a Jbunding act, but rather a regulated process of repetition that both conceals itself and enforces its rules precisely through the production of substantializing effects.
Page 42 - ... and admits of no dichotomy between them — thinking which perceives reality as process, as transformation, rather than as a static entity — thinking which does not separate itself from action, but constantly immerses itself in temporality without fear of the risks involved.

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About the author (1993)

Colin Lankshear, formerly Senior Lecturer in Education at Auckland University in New Zealand, is an educational consultant and writer. He is the author of several books, including, Freedom and Education, Education and Rights (with Ivan Snook), Going for Gold (with Allan Levett), and Literacy, Schooling, and Revolution.

Peter McLaren is Professor and Renowned Scholar in Residence in the School of Education and Allied Professions at Miami University, and co-director of the Center for Education and Cultural Studies. He is the author of numerous books in education, including Life in Schools and Schooling as a Ritual Performance, and editor with Henry Giroux of Critical Pedagogy, the State, and Cultural Struggle, also published by SUNY Press.

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