The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Domination, Access, Diversity and Design: A synthesis for critical literacy education
Abstract
Critical literacy education, based on a sociocultural theory of language, is particularly concerned with teaching learners to understand and manage the relationship between language and power. However, different realisations of critical literacy operate with different conceptions of this relationship by foregrounding one or other of domination, access, diversity or design. This paper argues that these different orientations in critical literacy education are crucially interdependent. This interdependence is then illustrated with three examples.
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Citations
Cites
Social Linguistics and Literacies
Gee, J. (2015) · doi:10.4324/9781315722511 · Cited by 1,680
Fairclough, N. (2014) · doi:10.4324/9781315845661 · Cited by 934
Cited by
What’s ‘New’ in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice
Street, B. (2003) · Current Issues in Comparative Education · doi:10.52214/cice.v5i2.11369 · Cited by 1,648
Critical Applied Linguistics: A Critical Introduction
Pennycook, A. (2001) · doi:10.4324/9781410600790 · Cited by 1,378
Critical Reading in Language Education
Wallace, C. (2003) · Palgrave Macmillan UK eBooks · doi:10.1057/9780230514447 · Cited by 371
Metadata
- Authors
- Janks, H.
- Venue
- Educational Review
- Publisher
- Informa UK Limited
- Published
- 2000-06-01
- Volume
- 52
- Issue
- 2
- Pages
- 175-186
- ISSN
- 0013-1911 (ISSN-L)
- 1465-3397
- OpenAlex
- W2134587795
- Cited by
- 468
- References
- 2
- FWCI
- 72.98
- Type
- journal article
- Language
- en
- Open access
- closed
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