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Critical Literacy and Social Justice

Fostering Critical Literacy to Promote Social Change
by Emily Togeretz on 18 October 2012

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Transcript of Critical Literacy and Social Justice

Critical Literacy and Social Change Fostering Critical Literacy Skills in Students to Promote Social Change Agenda Key Definitions Role of the School in Promoting Social Justice through Critical Literacy The Connection Between Critical Literacy and Social Justice Using the Technological Age to our Advantage How Experiential
Learning is Memorable The Issues with Implementation 1. Key Definitions from the Literature
2. The Role of the School
3. How Experiential Learning is Memorable
4. The Connection Between Critical Literacy and Social Justice
5. Using the Technological Age to our Advantage
6. The Issues with Implementation
7. Think-Pair-Share Social Justice: Seeks fair distribution of resources, opportunities, and responsibilities; challenges oppression and injustice; empowers people to realize their full potential; and builds social solidarity
Counter-Storytelling: Telling the stories of those people whose experiences are not often told
Social work education: Education that seeks to engage students
Adultism: The view that the young 'self-centered' generation feel indifferent towards societal concerns
Praxis: Critical reflection that helps students situate themselves in a social context to make social changes •Many students have the desire to engage in community service but often fail to due to lack of means or resources
•Develop learning activities around community issues relevant to the lives of students and their families
•Critically examine local organizations committed to social change by engaging students in community building processes
•Create learning activities that enable opportunities for students to learn from and with adult members of their communities
•Schools can enable students to make their voices heard
•"Learning is a process that can dramatically broaden the opportunities and choices available to an individual" •Students formulate their own understandings of social engagement, which makes them feel more valued
•Instructional activities build on students’ backgrounds and are deeply rooted in their lived realities
•It moves education beyond the traditional confines of a classroom
Counter-storytelling communities have the potential for providing young people opportunities to redefine their experiences •The community becomes a classroom that fosters knowledge and skills
•Critical literacy promotes the ability to read the world and the word as a collective process New technologies are available to access learning; providing opportunities for expression, communication, collaboration and participation
Technologies make new approaches to learning possible, which is important in a quickly advancing technological generation of young people
Technology can provide access to rich digital media content Using the community as a classroom could prove to be problematic (access, time, resources, safety, monitoring students)
Teachers who model community engagement should not make themselves the expert of knowledge, but instead guide students to formulate their own understanding References Cammarota, J. (2011). From Hopelessness to Hope: Social Justice Pedagogy in Urban Education and Youth Development. Urban Education, 46(4), 828-844.

Grant, L., & Villalobos, G. (2008). Designing educational technologies for social justice: A Futurelab handbook. Retrieved from

Johnson, L. R., & Rosario-Ramos, E. M. (2012). The role of educational institutions in the development of critical literacy and transformative action. Theory Into Practice, 51, 49-56.

Wehbi, S., & Straka, S. (2011). Revaluing Student Knowledge through Reflective Practice on Involvement in Social Justice Efforts. Social Work Education, 30(1), 45-54. J Think Pair Share Think of a program or strategy to implement critical literacy through social action in your future practice (consider your teachables)
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