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Exploring critical literacy in Swedish education: Introductory notes
Umeå universitet, Institutionen för språkstudier.ORCID iD: 0000-0002-4736-347X
2013 (English)In: Education Inquiry, ISSN 2000-4508, Vol. 4, no 2, 215-223 p.Article in journal (Refereed) Published
Abstract [en]

This article is an introductory note to The thematic section in this issue of Education Inquiry has its background in the need for research interpreting literacy from a critical perspective. Teaching literacy is not solely about technical reading skills but is also about understanding and the making of meaning. From that point of view, teaching must also consider the use of language, the context within which language is used, and issues of power. The thematic section includes five articles about critical literacy in Swedish education.

The contributions were developed after a workshop conducted by Professor Hilary Janks, University of the Witwatersrand, Johannesburg. She introduces the framework of a critical literacy theory in the first article of the issue. Further, the contributions of Swedish scholars are united in their interest in applying a mode of critical literacy designed by Janks to different practices, sites and speech-events, for example policy documents, home reading, teaching and learning practices. The articles offer a wide perspective of critical literacy in education and further understanding of the complex processes in teaching.

Place, publisher, year, edition, pages
Umeå: Umeå School of Education, Umeå University , 2013. Vol. 4, no 2, 215-223 p.
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:mdh:diva-24139OAI: oai:DiVA.org:mdh-24139DiVA: diva2:684852
Available from: 2014-01-08 Created: 2014-01-08 Last updated: 2015-04-27Bibliographically approved

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