Exploring Critical Literacy: The Social Turn in Language Education

Abstract

The present study explores what constitutes critical literacy in terms of it theoretical constructs and assumptions both of which see literacy as a social practice. I will develop my arguments by analyzing the perspectives of three prominent language researchers in the field of critical literacy, i.e. Norman Fairclough James P. Gee, and Alan Luke. Such a discussion will help further understanding of critical literacy, and thus enable the implementation of critical pedagogy with different contents and in different contexts. Critical literacy assumes that classrooms are not neutral sites where curricular knowledge can be passed on to students without any struggle. Rather, classrooms are cultural and political sites where different cultural ideological and social forms are perpetually contested. As a result, critical literacy represents ways of teaching that are both person- and society-oriented helping students to reflect on act on, and change their lives.