Hilary Janks - Doing Critical Literacy : Texts and Activities for Students and Teachers

Doing Critical Literacy

Compelling and highly engaging, this text shows teachers at all levels how to do critical literacy in the classroom and provides models for practice that can be adapted to any context. Integrating social theory and classroom practice, it brings critical literacy to life as a socio-cultural orientation to the teaching of literacy that takes seriously the relationship between language and power and orients readers to the social effects of texts. Students and teachers are drawn into the key questions critical readers need to pose of texts: Whose interests are served, who benefits, who is disadvantaged; who is included and who is excluded? The practical activities help readers grasp complex issues.

Extending the theoretical framework in Hilary Janks' Literacy and Power with a rich range of completely new, up-to-date activities that translate theory into practice, Doing Critical Literacy is powerful, relevant, and useful for both pre- and in-service teacher education and for use in schools.

Hilary Janks teaches English language literacy in the School of Education at Wits University in Johannesburg, South Africa.

Kerryn Dixon lectures Foundation phase students in the School of Education at Wits University in Johannesburg, South Africa.

Ana Ferreira lectures in English in the School of Education at Wits University in Johannesburg, South Africa.

Stella Granville has recently retired from Wits University in Johannesburg, South Africa. She was a teacher and teacher educator for many years. Her research has been in the areas of critical literacy and academic literacy.

Denise Newfield lectures in the School of Literature, Language and Media at Wits University in Johannesburg, South Africa.

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Visit www.routledge.com/education for additional information on titles in the Language, Culture, and Teaching series.

Doing Critical Literacy

Texts and Activities for Students and Teachers

Hilary Janks

with

Kerryn Dixon,

Ana Ferreira, Stella Granville,

and Denise Newfield

First published 2014

by Routledge

711 Third Avenue, New York, NY 10017

Simultaneously published in the UK

by Routledge

2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

Routledge is an imprint of the Taylor & Francis Group, an informa business

2014 Taylor & Francis

The right of the editor to be identified as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

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Library of Congress Cataloging in Publication Data

Doing critical literacy: texts and activities for students and teachers/

edited by Hilary Janks; with Kerryn Dixon, Ana Ferreira, Stella Granville,

Denise Newfield.

pages cm (Language, Culture, and Teaching)

Includes bibliographical references.

1. LiteracyStudy and teaching. 2. LiteracySocial aspects. 3. Power

(Social sciences) I. Janks, Hilary, editor of compilation. II. Dixon, Kerryn.

LB1576.D587 2013

ISBN: 978-0-415-52809-2 (hbk)

ISBN: 978-0-415-52810-8 (pbk)

ISBN: 978-0-203-11862-7 (ebk)

Typeset in Swiss 721

by Florence Production Ltd, Stoodleigh, Devon, UK

Hilary Janks teaches at the University of the Witwatersrand, Johannesburg, South Africa in the School of Education. She is the editor and an author of the Critical Language Awareness Series and the author of Literacy and Power (2010). Her teaching and research are in the areas oflanguage education in multilingual classrooms, mobile and critical literacy. Her work is committed to a search for equity and social justice in contexts of poverty.

Kerryn Dixon lectures in the School of Education at the University of the Witwatersrand, in Johannesburg, South Africa. She is currently head of division of the Foundation phase. Her teaching and research interests are in early literacy, critical literacy and language policy. She isthe author of Literacy, Power and the Schooled Body (2010), also published by Routledge.

Ana Ferreira lectures in English in the School of Education at the University of the Witwatersrand, Johannesburg, South Africa. Her teaching interests include critical literacy; film, media and popular culture; sociolinguistics, language in education and language methodologies. She has published in the areas of multiliteracies, reconciliation pedagogies, language and identity, and on the productive engagement of difference in educational contexts. Her current research investigates the relationship between subjectivity and pedagogy in classroom discourse.