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This item is printed on demand. Book Description Springer , Book Description Springer. Seller Inventory ING Book Description Springer Verlag, In Stock. Seller Inventory x The way I use critical literacy in my own work has been informed by the latter. In this article, I intend to outline some of the ways I have used this concept in research and teacher education related to global citizenship and development education as a strategy of examining the politics of knowledge production and the limits and possibilities of different knowledge systems.

The first was based on the idea of a common humanity. The second was based on the idea of justice and complicity in harm. I represented it as a critical approach to global citizenship and development education.


The conceptualisation of critical literacy I used in that article combines questions within two orientations. The first orientation challenges imbalances in power and representation. This can be illustrated in questions such as: who decides something is true or ideal , in whose name and for whose benefit?

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The second orientation challenges the notion that meaning is objective and self-evident. Within the multiplicity of critical literacy traditions, this approach differs slightly from critical engagements based on other orientations. Within the framework proposed by Cervetti et al. When introducing critical literacy in development education, I choose scenarios that make evident dominant taken for granted perspectives about the benevolence of progress, charity and schooling in international engagements. I also usually emphasise a strategic distinction between reflexivity and reflection in the practice of critical literacy in teacher education.

Self-reflexivity also challenges the assumption of the self-evident subject - the idea that there is a direct correlation between what we say, what we think and what we do. It draws attention to the complex constitution of subjectivities, to the interdependence of knowledge and power, and to what is sub- or un-conscious in our relationships with the world. I have used the metaphor of a three-layered cake Figure 1 to illustrate these differences.

At the top layer there is what we say, what we think and what we do, which are generally perceived to be directly related. However, our capacity to describe what we think is limited by what can be said: what is appropriate and intelligible to both ourselves and to others e. Our capacity to describe what we do is limited by what we can notice and by what we want to present to others e.

What is education policy?

This recognition of the limits of language is part of critical literacy practices. The second layer of the cake is that of individual experiences. It acknowledges that what we say, think and do are based on our individual journeys in multiple contexts. The third layer of the cake recognises that our experiencing and interpretation of these experiences are conditioned by collective referents grounded in the languages we have inherited to make sense of reality and communicate with others.

These languages have specific criteria for what counts as real ontology , what can be known and how epistemology , what is ideal and how to get there methodology. All three are important for development education. In order to address some of the pedagogical challenges of introducing this conceptualisation of critical literacy in the classroom context in my work as a teacher educator, I created a matrix of the relationship between knowledge, power, the construction of realities in the classroom, and ideas about the control of pedagogical outcomes see Andreotti, Critical literacy is perceived to indoctrinate learners when a specific critical analysis of injustice and position on justice are presented as the only morally justifiable path.

Critical literacy is perceived as paralysing learners in questioning everything, when it emphasises a multiplicity of perspectives, the limits of knowledge and the complexity and context dependency of positions on justice. Thus, the matrix helps think through these issues and present these perceived problems as part of a more general discussion on the role of education.

Using critical consciousness to inform health professions education

This matrix combines two ways of thinking about education i. Therefore, there are at least four different possibilities for thinking and action. I make sure my students understand that we have a moral obligation to help them by providing assistance through charity and expertise. I believe rational and scientific reasoning is the only way to achieve a just and prosperous society. I teach my students the perspective of the oppressed because I want them to be willing to fight for social justice. My job is to create spaces for students to engage with the ethics of global challenges, processes and dilemmas in ways that create a sense of interdependence and responsibility for themselves and towards the world.

I have used insights from postcolonial theory both to articulate a critique of soft approaches to development and global education and to tentatively propose possibilities for more ethical educational possibilities that Andreotti, b. Postcolonial theory subtly implies a set of ethical practices that render it impossible to turn our back to difficult issues, such as our complicity in systemic harm, the persistence of relations of dominance, complexities and paradoxes of crossing borders, the gap between what we say and what we do, or our own sanctioned ignorances.

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