Critical Literature Pedagogy
2014; Wiley; Volume: 58; Issue: 2 Linguagem: Inglês
10.1002/jaal.323
ISSN1936-2706
AutoresCarlin Borsheim-Black, Michael Macaluso, Robert Petrone,
Tópico(s)Literacy and Educational Practices
ResumoJournal of Adolescent & Adult LiteracyVolume 58, Issue 2 p. 123-133 FEATURE ARTICLE Critical Literature Pedagogy Teaching Canonical Literature for Critical Literacy Carlin Borsheim-Black, Carlin Borsheim-BlackSearch for more papers by this authorMichael Macaluso, Michael MacalusoSearch for more papers by this authorRobert Petrone, Robert PetroneSearch for more papers by this author Carlin Borsheim-Black, Carlin Borsheim-BlackSearch for more papers by this authorMichael Macaluso, Michael MacalusoSearch for more papers by this authorRobert Petrone, Robert PetroneSearch for more papers by this author First published: 16 August 2014 https://doi.org/10.1002/jaal.323Citations: 39Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Abstract This article introduces Critical Literature Pedagogy (CLP), a pedagogical framework for applying goals of critical literacy within the context of teaching canonical literature. Critical literacies encompass skills and dispositions to understand, question, and critique ideological messages of texts; because canonical literature is often taken-for-granted as conveying literary merit or cultural value, it offers apposite opportunity to engage students with critical literacies. Using Of Mice and Men as an example, this article illustrates how literacy educators can use CLP to teach their students to examine how canonical texts are embedded in and shaped by ideologies. References Applebee, A.N. (1993). Literature in the secondary school: Studies of curriculum and instruction in the United States. Urbana, IL: NCTE. Applebee, A.N. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago, IL: University of Chicago Press. Appleman, D. (2009). Critical encounters with high school English: Teaching literary theory to adolescents ( 2nd ed.). New York, NY: Teachers College Press. Beach, R. (2006). Teachingmedialiteracy.com: A web-linked guide to resources and activities. New York, NY: Teachers College Press. Blackburn, M., & Smith, J.M. (2010). Moving beyond the inclusion of LGBTQ-themed literature in English language arts classrooms: Interrogating heteronormativity and exploring intersectionality. Journal of Adolescent & Adult Literacy, 53(8), 625– 634. Borsheim-Black, C. (2012). Not as multicultural as I'd like: White English teachers’ uses of literature for multicultural education in predominantly White contexts. (Doctoral dissertation). Retrieved from Electronic Theses and Dissertations. Comber, B., & Simpson, A. (2001). (Eds.) Negotiating critical literacies in classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York, NY: New York University Press. Habermas, J. (1975). Legitimation crisis. London, England: Beacon Press. Janks, H., Dixon, K., Ferreira, A., Granville, S., & Newfield, D. (2013). Doing critical literacy: Texts and activities for students and teachers. London, England: Routledge. Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent & Adult Literacy, 43(5), 448– 461. Macaluso, M. (2013, April). Canonical conundrum: Exploring canonization with secondary English teachers. Paper presented at AERA Convention, San Francisco, CA. Marshall, E., & Özlem, S. (2011). Rethinking popular culture and media. Milwaukee, WI: Rethinking Schools. McLaughlin, M., & DeVoogd, G.L. (2004). Critical literacy: Enhancing students’ comprehension of text. New York, NY: Scholastic. Morrell, E. (2009). Critical research and the future of literacy education. Journal of Adolescent & Adult Literacy, 53(2), 96– 104. Morrell, E. (2004). Becoming critical researchers: Literacy and empowerment for urban youth. New York, NY: Peter Lang. Morrison, T. (1992). Playing in the dark: Whiteness and the literary imagination. Cambridge, MA: Harvard University Press. Myers, C., & Bersani, H. (2008/2009). Ten quick ways to analyze children's books for ableism. Rethinking Schools, 23(2), 1– 5. Petrone, R., & Borsheim, C. (2008). “It just seems to be more intelligent”: Critical literacy in high school English. In (Ed.) L. Wallowitz. Critical literacy as resistance: Teaching for social justice across the secondary curriculum. New York, NY: Peter Lang. Petrone, R., & Bullard, L. (2012). Reluctantly recognizing resistance: An analysis of representations of critical literacy. English Journal, 102(2), 122– 128. Simmons, A.M. (2012). Class on fire: Using The Hunger Games trilogy to encourage social action. Journal of Adolescent & Adult Literacy, 56(1), 22– 34. Stallworth, J.B., & Gibbons, L. (2012). What's on the list … now? A survey of book-length works taught in secondary schools. English Leadership Quarterly, 34(3), 2– 3. Stotsky, S. (2010). Literary study in grades 9, 10, 11: A national survey. Association of Literary Scholars, Critics, and Writers. Vasquez, V.M., Stacie, L., Tate, S.L., & Harste, J.C. (Eds.) (2013). Negotiating critical literacies with teachers: Theoretical foundations and pedagogical resources for pre-service and in-service contexts. London, England: Routledge. Zinn, H. (1999). A people's history of the United States: 1492-present. New York, NY: HarperCollins. More to Explore CONNECTED CONTENT-BASED RESOURCES Berhman, E. H. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adolescent & Adult Literacy, 49(6), 490– 498. Morrell, E. (2007). Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. London, England: Routledge. Murray, M., & Collins, G. (2011, November 18). Exploring diversity through children's literature: Supporting students in becoming critically literate. Retrieved April 12, 2014 from http://quest-critical-literacy.wikispaces.com/ Pandya, J., & Avila, J. (Eds.) (2013). Moving critical literacies forward. London, England: Routledge. Stevens, L.P., & Bean, T.W. (2007). Critical literacy: Context, research, and practice in the K-12 classroom. Thousand Oakes, CA: Sage. Citing Literature Volume58, Issue2October 2014Pages 123-133 ReferencesRelatedInformation
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