Abstract
The development of critical approaches to literacy in the last two decades marks a significant and ongoing reorientation of literacy education. This has involved a shift away from psychological and individualist models of reading and writing towards those approaches that use sociological, cultural and discourse theory to reconceputalise the literate subject, textual practices, and classroom pedagogy. Such a change in foundational perspective has been linked to sociological analyses of the role of schooling in the intergenerational reproduction of power, knowledge and access to material resources. Critical approaches are characterised by a commitment to reshape literacy education in the interests of marginalised groups of learners, who on the basis of gender, cultural and socioeconomic background have been excluded from access to the discourses and texts of dominant economies and cultures.
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© 1997 Springer Science+Business Media Dordrecht
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Luke, A. (1997). Critical Approaches to Literacy. In: Edwards, V., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4540-4_16
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DOI: https://doi.org/10.1007/978-94-011-4540-4_16
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