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dc.contributor.authorLocke, Terry
dc.contributor.authorCleary, Alison
dc.date.accessioned2011-08-24T04:24:58Z
dc.date.available2011-08-24T04:24:58Z
dc.date.issued2011
dc.identifier.citationLocke, T. & Cleary, A. (2011). Critical literacy as an approach to literary study in the multicultural, high-school classroom. English Teaching: Practice and Critique, 10(1), 119-139.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5623
dc.description.abstractAs an approach to literary study, critical literacy is not a widespread practice in New Zealand secondary schools. This article draws on a major project on teaching literature in the multicultural classroom that take place over two years in 2008-2009. In it we report on a case study where a Year 13 English teacher designed and tested a novel English programme with a reputedly less able and culturally diverse group of final-year students entitled “13 English – Popular Culture”. In it, she guided her students through a range of reading tasks aimed at developing in her students an awareness of ways in which texts position readers to take up certain meanings and not others through the language used. Over the course of the programme, students moved from compliant readers to readers who were sensitized to the manipulative power of texts. They enjoyed being exposed to a variety of theme-related texts, especially when these empowered them by enabling them to deploy their own cultural resources in responding to and challenging the texts they encountered. Students needed careful scaffolding in respect of metalinguistic understanding in order to be able to discuss the specific ways in which language constructs meaning. Indeed, these students struggled with this aspect of a critical literacy approach. However, despite the fact that these students were engaged in high-stakes assessment at a higher level than in the previous year, all gained more NCEA credits than they had in Year 12.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=694&p=1en_NZ
dc.rightsThis article has been published in the journal: English Teaching: Practice and Critique. Used with permission.en_NZ
dc.subjectcritical literacyen_NZ
dc.subjectrepresentationen_NZ
dc.subjectstudent empowermenten_NZ
dc.subjectpopular cultureen_NZ
dc.subjectresistant readingen_NZ
dc.titleCritical literacy as an approach to literary study in the multicultural, high-school classroomen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfEnglish Teaching: Practice and Critiqueen_NZ
pubs.begin-page119en_NZ
pubs.elements-id36209
pubs.end-page139en_NZ
pubs.issue1en_NZ
pubs.volume10en_NZ


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