"Why Do You Say Yes to Pedro, but No to Me?" Toward a Critical Literacy of Dialogic Engagement

Autor/in	Aukerman, Maren
Titel	"Why Do You Say Yes to Pedro, but No to Me?" Toward a Critical Literacy of Dialogic Engagement
Quelle	In: Theory Into Practice, 51 (2012) 1, S.42-48 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2012.636335
Schlagwörter	Critical Literacy; Teacher Role; Teaching Methods; Reader Response; Student Participation; Reading Instruction + Suchen Sie Ihr Suchwort? Kritisches Lesen; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Leserbrief; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Leseunterricht
Abstract	The author proposes that teachers of critical literacy must not only decenter texts as infallible authorities, but also decenter teachers as infallible (textual) authorities. She outlines problematic aspects of pursuing critical literacy as outcome, where there is heavy emphasis on having students parrot the teacher's viewpoint, and of pursuing critical literacy as procedure, where the emphasis is on adopting the teacher's analytic toolkit for unpacking texts. Critical literacy as personal response, where students are simply asked to respond to the text but do not confront the contingency of textual perspectives, is also critiqued. Finally, she proposes one alternative, critical literacy as dialogic engagement, that is seldom thought of as critical literacy teaching. In this orientation, the teacher steps out of the role of primary textual authority so that students may realize that multiple reading positions (not just their own, and not just the teacher's) are par for the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10