Knoblauch, C.H. and Lil Brannon. Critical Teaching and the Idea of Literacy. Portsmouth: Boynton/Cook, 1993.
Knoblauch and Brannon use stories of critical literacy debates and teaching to illustrate what critical teaching of literacy at the high school and college level entails. The aim of critical teaching is transformation, of teaching students to be self-reflexive about the relationship between language and power, and of foregrounding the politics of representation: how things are named; who names them; the ignored alternatives; and the consequences of the naming act. Critical literacy draws on the theories of postmodernism, feminism, and Marxism and is interested in conscious rasing, in seeing education as part of the larger sociopolitcal world. They argue for critical teachers to unite together and to expand knowledge about the teaching of critical literarcy through a validation of teacher knowledge, inquiry, and research.
“Critical teaching is about the willingness of people to inquire and change and make changes, to accomodate themselves to difference, to read the social world, in its complexity” (49)
Critical teaching “recongizes the political nature of education” (49).
four different ways literacy is valued over time:
- functional literacy
- cultural literacy
- literacy for personal growth (expressivism)
- critical literacy (empowerment and social change)
critical education legitimizes differences in a community, is tolerant of cultural pluralism, rejects the melting pot, characterized by dialogue and negotiation, puts students as critics, not passive consumers