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CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES

Published online by Cambridge University Press:  21 July 2005

Brian Morgan  and
Vaidehi Ramanathan
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Abstract

Increasingly aware of the “critical” turn in our disciplines, we offer a partial survey of scholarship in two key realms—English for academic purposes (EAP) and globalization—where the term “critical literacy” has particular relevance. We begin by addressing some key concepts and ideological tensions latent beneath the term “critical.” We then address the pedagogical priorities that arise from this conceptualization, in particular, the use of texts to distance individual and group identities from powerful discourses. Next, we review studies that demonstrate how different teachers and researchers have engaged in unraveling and cross-questioning the rhetorical influences of various texts types, including multimodal ones. In the final section, we discuss the intertwined processes of homogenization and diversification arising from the economic, cultural, and political strains of globalization with particular emphasis on their implications for critical literacies and language education.

Type
LITERACY STUDIES
Information
Annual Review of Applied Linguistics , Volume 25 , March 2005 , pp. 151 - 169
Copyright
© 2005 Cambridge University Press

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