Critical Literacy

CL defines language in a different way to mainstream language education practices

MAINSTREAM NOTION OF LANGUAGE
- Language translates or represents reality
- Language is a means of communication
- Language is transparent and neutral
- Language is fixed and defined by social norms (e.g. grammars and dictionaries)

CL NOTION OF LANGUAGE
- Language and reality construct each other, i.e. one does not come before the other
- Language constructs communication through negotiations. It does not communicate ideas and values. It creates ideas and values.
- Language is never neutral or transparent. It is always culturally ‘biased’.
- Language is always structured, but its structures are never fixed or stable. They change dynamically according to their contexts.

The table below shows a comparison between CL and traditional and critical readings. Which practices are developed most and least in your context of work? How would you assess the development of your own skills in these three levels of reading?

Traditional Reading	Critical Reading	Critical Literacy
Decodification	Interpretation	Critique
Types of questions: Does the text represent the truth? Is it fact or opinion? Is it biased or neutral? Is it well written/clear? Who is the author and what level of authority/legitimacy does he/she represent? What does the author say?	Types of questions: What is the context? To whom is the text addressed? What is the intention of the author? What is the position of the author (his/her political agenda)? What is the author trying to say and how is he/she trying to convince/manipulate the reader? What claims are not substantiated? Why has the text been written in this way)	Types of questions: What could be the assumptions behind the statements? How do you think the author understands reality? What could be shaping his/her understanding? Who decides (what is real, can be known or needs to be done) in whose name and for whose benefit? What could be the implications of his/her claims (past/present/future: social, environmental, economic, etc…)? How could these statements be interpreted differently in different contexts? What are the sanctioned ignorances (blind spots) and contradictions?
Focus : content and authority and legitimacy of the speaker and the text.	Focus : context, intentions, style of communication	Focus : assumptions, knowledge production, power, representation and implications
Aim : to develop an understanding of the content To establish the truth-value of the text	Aim : to develop critical reflection (ability to perceive intentions and reasons)	Aim : to develop reflexivity (ability to perceive how assumptions are constructed)
Language : is fixed, transparent and gives us access to reality	Language : is fixed and translates reality	Language: is ideological and constructs reality
Reality: Exists and is easily accessed though sensory perceptions and objective thinking	Reality: Exists and is accessible, but it is often translated into false representations	Reality: Exists, but is inaccessible (in absolute terms) – we have only partial interpretations constructed in language
Knowledge: Universal, cumulative, linear, right versus wrong, fact versus opinion, neutral versus biased	Knowledge: False versus true interpretation of reality	Knowledge: Always partial, context dependent (contingent), complex and dynamic

Adapted and expanded from: Gina CERVETTI, Michael J. PARDALES, James S. DAMICO, A Tale of Differences: Comparing the Traditions, Perspectives, and Educational Goals of Critical Reading and Critical Literacy, www.readingonline.com, 2001

The key is to address:

Theoretical Framework

CL is inter-disciplinary. It has emerged from recent theories about globalisation, social movements and the relationship between languages, knowledge and power.

CL is based on a post-structuralist understanding of language that is post-positivist.

Michel Foucault and Jacques Derrida are key names within post-structuralism. Other theorists writing 'from' different fields such as feminisms, queer theories, post-colonialisms, etc. have also contributed to the discussion.

In education, people have used the principles of CL in different ways and contexts (using different languages/terms to describe them). The discussion about the links between these theories and educational practices is ongoing.

If you search 'post-structuralism + education" or "post-structuralism + educational research" in google scholar you will find more than 20,000 academic references. The term 'critical literacy' has been used less often. We encourage you to carry out your own research and reach your own conclusions, engaging critically (as opposed to disengaging critically or engaging uncritically) with any perpective you find!

The texts/websites below offer an introduction to CL in different areas in education: