Critical literacy: Beyond reason.

Janks, Hilary

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