Critical literacy: Beyond reason.

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dc.contributor.author Janks, Hilary
dc.date.accessioned 2016-06-21T12:38:30Z
dc.date.available 2016-06-21T12:38:30Z
dc.date.issued 2002
dc.identifier.citation Janks, H. (2002). Critical literacy: Beyond reason. Australian Educational Researcher, 29(1), 7-27. en_ZA
dc.identifier.issn 0311-6999 (Print)
dc.identifier.issn 2210-5328 (Online)
dc.identifier.uri http://hdl.handle.net/10539/20520
dc.description.abstract In this paper, I argue that critical literacy is essentially a rationalist activity that does not sufficiently address the non-rational investments that readers bring with them to texts and tasks. I begin by looking at playful advertising texts that work with humans and the transgressive in order to consider the role of pleasure rather than reason. Then I examine the force of powerful identifications in relation to reason to show that educational inventions cannot ignore them. Finally, I tentatively suggest that we may need to find ways to combine socio-cultural and psycho-analytic theory in order to imagine new directions for pedagogy in the critical literacy classroom. en_ZA
dc.language.iso en en_ZA
dc.subject Critical literacy en_ZA
dc.subject Playful advertising texts en_ZA
dc.subject Socio-cultural theory en_ZA
dc.subject Psycho-analytic theory en_ZA
dc.title Critical literacy: Beyond reason. en_ZA
dc.type Article en_ZA


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