LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Janks, Hilary (2013)
Publisher: Education Inquiry
Journal: Education Inquiry
Languages: English
Types: Article
Subjects: Critical literacy, Mexican American Studies, literacy pedagogy, literacy research, power, access, identity, diversity, design, redesign, critical literacy framework
This article explains Janks’ (2010) interdependent framework for critical literacy education, how it was developed and how it can be applied. The explanation focuses on each part of the framework: power, identity/diversity, access and design/redesign and it provides an argument for their interdependence. The framework is then applied to three illustrative case studies all of which relate to critical literacy education. The first relates to curriculum, the second to pedagogy and the third to research.Keywords: Critical literacy, Mexican American Studies, literacy pedagogy, literacy research, power, access, identity, diversity, design, redesign, critical literacy framework(Published: 1 June 2013)Citation: Education Inquiry Vol. 4, No. 2, June 2013, pp. 225–242
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.
    • Bourdieu, P. (1991). Language and symbolic power (J.B. Thompson, Trans.). Cambridge: Polity Press.
    • Comber, B. & Nixon, H. (2005). Re-reading and re-writing the neighbourhood: Critical literacies and identity work. In Literacy Moves On: Using Popular Culture, New Technologies and Critical Literacy in the Primary Classroom, J. Evans (ed.), 115-132. David Fulton (UK) and Heinemann (USA).
    • Comber, B. & Nixon, H. (2008). Spatial literacies, design texts, and emergent pedagogies in a purposeful literacy curriculum. Pedagogies, 3, 221-240.
    • Comber, B., Nixon, H., Ashmore, L., Loo, S. & Cook, J. (2006). Urban renewal from the inside out: Spatial and critical literacies in a low socio-economic school community. Mind, Culture and Activity, 13(3), 228-246.
    • Comber, B., Thomson, P. & Wells, M. (2001). Critical literacy finds a “place”: Writing and social action in a neighborhood school. Elementary School Journal, 101(4), 451-464.
    • Dixon, K. (2011). Literacy, power and the schooled body. London and New York: Routledge.
    • Foucault, M. (1970). The order of discourse. Inaugural Lecture at the College de France. In Language and Politics, M. Shapiro (ed.). Oxford: Basil Blackwell.
    • Freebody, P. & Luke, A. (1990). Literacies programmes: Debates and demands in cultural contexts. Prospect: A Journal of Australian TESOL, 11, 7-16.
    • Freire, P. (1972a). Cultural action for freedom. Harmondsworth: Penguin.
    • Freire, P. (1972b). Pedagogy of the oppressed. Harmondsworth: Penguin.
    • Gauteng Department of Education 'Gauteng Primary Literacy Strategy 2010-2014', 6 March 2010.
    • Hendricks, M. (2006). Writing practices in additional languages in grade 7 classes in the Eastern Cape Province. Unpublished doctoral thesis, University of the Witwatersrand, Johannesburg.
    • Janks, H. (2003). Seeding change in South Africa: New literacies, new subjectivities, new futures. In English Teachers at Work, B. Doecke, D. Homer and H. Nixon (eds.), 183-205. Kent Town: Wakefield Press in Association with the Australian Association for the Teaching of English.
    • Janks, H. (2005). Deconstruction and reconstruction: Diversity as a productive resource. Discourse, 26(1), 31-44.
    • Janks, H. (2010). Literacy and power. London and New York: Routledge.
    • Janks, H. (2011). Making sense of PIRLS 2006 results for South Africa. Reading and Writing, 2(1), 27-41.
    • Kim, D. -J., Ferrini-Mundy, J. and Sfard, A. (2012). How does language impact the learning of mathematics? Comparison of English and Korean speaking university students' discourses on infinity. International Journal of Educational Research, 51/52, 86-108.
    • Krashen, S. (1984). Writing: Research, theory and applications. London and New York: Pearson.
    • Lorenz, E.N. (1972). Predictability: Does the flap of a butterfly's wings in Brazil set of a tornado in Texas? Paper presented at the 139th meeting of the American Association for the Advancement of Science, Washington D.C. Cited in Cooper, B. 'Butterflies wings and chaos in libraries'. Retrieved 31 October 2002 from www.du.edu/LIS/collab/4336w)1/cooper.htm
    • Mandela, N. (1994). Long walk to freedom. New York: Back Bay Books/Little, Brown and Company.
    • Moll, L., Amanti, C., Nefe, D. & Gonzále, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.
    • Orkin, M. (1987). Shakespeare against apartheid. Cape Town: Ad. Donker.
    • Said, E. (1995). Orientalism. London: Penguin.
    • Robins, S. (2012). The spear that divided the nation. Cape Times, 5 June 2012. http://www.amandlapublishers.co.za/special-features/the-spear-and-freedom-of-expression (Accessed 12 October 2012).
    • Sfard, A. (2012). Learning Mathematics and a multilingual world. Public lecture, University of the Witwatersrand, 3 October 2012.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article

Collected from