Full Description
Critical Literacies in Schools and Classrooms is a series of case study windows into students and teachers, children and youth working at the construction of literacies in classroom, school and community settings. The cases are used to explore, expand and illustrate foundational and theoretically rich dimensions of how literacy is shaped and constructed, by whom, in whose interests and with what consequences. They draw upon a host of critical theories, ranging from the work of feminist and postcolonial theorists, to the work of Foucault and Bourdieu, consistently breaking new ground for the framing and understanding of literacy teaching and learning. The cases are also used to make the case for critical literacies across the curriculum - as an essential component in the education of young people from communities that have been economically and culturally marginalized. Together with its two companion volumes, Critical Literacy, Schooling and Social Justice: Collected Writings and Educational Policy, Narrative and Discourse: Key Writings, Allan Luke's seminal key writings spanning the fields of education, applied linguistics, sociology and cultural studies is now readily accessible to scholars, students, teachers, and teacher educators around the world.
Contents
Chapter 1. Theory and practice in critical discourse analysis (1996). In L.Saha, International Encyclopedia of Sociology of Education. London: Elsevier.Chapter 2. Reading positions and practices in the classroom (1991) Peter Freebody, Allan Luke & Pam Gilbert, Curriculum Inquiry 21 (4), 435-457. Chapter 3. Pedagogy and paradox: Teaching interpretation in a religious community (1994) Allan Luke & Cushla Kapitzke. In H. Parret, Ed., Pretending to Communicate, (pp. 124-140). Berlin: Walter de Gruyter. Chapter 4. Talking difference: Discourses on Aboriginal identity in Grade 1 classrooms (1995). Allan Luke, Joan Kale, Michael G. Singh, Tracey Hill, & Favardin Daliri. In D. Corson, Ed., Discourse and Power in Educational Organizations. Creskill, NJ: Hampton Press. Cbapter 5. Shaping the social practices of reading (1996) Allan Luke & Peter Freebody. In S. Muspratt, A. Luke & P. Freebody, Eds., Constructing Critical Literacies: Teaching and learning textual practice. Creskill, NJ: Hampton Press. Chapter 6. Learning through difference: Cultural practices in early childhood language socialisation (1997) Allan Luke & Joan Kale. In E. Gregory, Ed., One Child, Many Worlds: Early learning in multicultural communities, (pp. 11-30). New York: Teachers College Press. Chapter 7. Literacies and libraries: Archives and cybraries (1999). Allan Luke & Cushla Kapitzke, Curriculum Studies 7 (3), 467-491. Chapter 8. Critical literacies and cultural studies (2003) Allan Luke, Barbara Comber & Helen Grant. In M. Anstey & G. Bull, Eds. The Literacy Lexicon. Sydney: Prentice-Hall. Chapter 9. Who's/whose at risk? Answerability and the critical possibilities of classroom discourse (2004). Jennifer A. Vadeboncoeur & Allan Luke,Critical Discourse Studies 1 (2), 201-223Chapter 10. Globalisation, literacy, curriculum practice (2003) Allan Luke & Victoria Carrington. In G. Brooks, R. Fisher & M. Lewis, Eds., Raising Standards in Literacy (pp.231-250). London/New York: Routledge. Chapter 11. Uncritical framing: Lesson and knowledge structure in school science (2010) Beryl E. Exley & Allan Luke. In D. Cole & D. Pullen, Eds., Multiliteracies in Motion: Current theory and practice. (pp. 17-41). New York: Routledge. Chapter 12. Comprehension and content: Planning literacy in low socioeconomic and culturally diverse schools (2011) Allan Luke, Karen Dooley & Annette Woods, The Australian Educational Researcher 38 (2), 149-166Chapter 13. Re-engaging marginalized youth through digital music production: performance, audience and evaluation. (2013). Andy Brader & Allan Luke Pedagogies: An International Journal 8 (3), 197-214. Chapter 14. Regrounding critical literacy: Representation, facts and reality. (2013) In M. Hawkins, Ed., Framing Languages and Literacies. New York: Routledge
