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Contextualizing Difficulties in Literacy Development


reviewed by Eric Weiner — 2004

coverTitle: Contextualizing Difficulties in Literacy Development
Author(s): Janet Soler, Janice Wearmouth and Gavin Reid (Editors)
Publisher: Routledge/Falmer, New York
ISBN: 0415289017, Pages: 328, Year: 2002
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Many literacy scholars have argued that developing a range of critical literacies is a necessary political tool in the fight against the global hegemony of neoliberal ideology among other repressive systems of thought and behavior. From racist and sexist discourses to corporate media’s domination of mass communication systems, critical literacies have been discussed as an important part of what it means to think and act consciously against oppressive social structures. Critical literacies are those modes of “reading” and “writing” that critically intervene into oppressive structures of “language” and power in an effort to transform or destroy those structures. Language, in this context, is understood inclusively as “any sound, word, image, or object which functions as a sign, and is organized with other signs into a system which is capable of carrying and expressing meaning” (Hall, p. 19). More than just semiotic strategies, critical literacies are deeply concerned with disrupting oppressive relationships of power. This conceptualization of “literacy” in combination with an inclusive understanding of... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 2, 2004, p. 235-248
http://www.tcrecord.org ID Number: 11194, Date Accessed: 10/24/2017 5:43:42 AM

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About the Author
  • Eric Weiner
    Montclair State University
    E-mail Author
    ERIC WEINER is an assistant professor at Montclair State University's College of Education. His areas of interest include literacy and educational media.
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