Schools have the potential to be places where students can come to understand how and why knowledge and power are constructed (Aronowitz & Giroux, 1993). This paper provides an overview of critical literacy from a critical theory/Freirian perspective. Within it, critical literacy is posited as a necessary component of all classroom practices, one that is elemental to Dewey’s (1916) view of democracy, social justice, and what it means to be literate. Features of a critical literacy approach to instruction are provided along with rationales for the necessity of its inclusion in a democratic society.
This document was originally published by University of Nottingham Centre for the Study of Social and Global Justice in Critical Literacy: Theories and Practices. This work is provided under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 license. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/by-nc-sa/3.0/legalcode. http://criticalliteracy.freehostia.com/
Gregory, Anne and Cahill, Mary Ann. (2009). "Constructing Critical Literacy: Self-Reflexive Ways for Curriculum and Pedagogy". Critical Literacy: Theories and Practices, 3(2), 6-16.