Obstructions to the Construction of a Critical Literacy Pedagogical Curriculum: A Case Study in a Secondary School in England
Beck (2005) suggests that critical literacy is not risk-free and that these risks need to be assessed before critical literacy is implemented by the teacher regardless of the context. Risks associated with critical literacy are also compounded by curriculum design, social-cultural expectations, poli...
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| Published in: | The international journal of literacies 2013, Vol.19 (3), p.67-77 |
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| Main Author: | |
| Format: | Article |
| Language: | eng |
| Online Access: | Get full text |
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| Summary: | Beck (2005) suggests that critical literacy is not risk-free and that these risks need to be assessed before critical literacy is implemented by the teacher regardless of the context. Risks associated with critical literacy are also compounded by curriculum design, social-cultural expectations, political ideologies, and pedagogical beliefs. The researcher of this paper highlights the potential barriers to the creation of a critical literacy pedagogical curriculum for Year Seven student in England. The researcher also outlines the justification for the inclusion of critical literacy in the national Curriculum in England. Interviews were conducted with four teachers. The analysis of the collected data utilised Wolcott’s framework for transforming qualitative data. Results highlighted several potential barriers for the construction of a crucial literacy pedagogical curriculum within a secondary school. |
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| ISSN: | 2327-0136 2327-266X |