My understanding of critical literacy has been like a journey where at times I feel as if my analysis is on the right track, but after reading another article I will find that I have more questions than answers. However, after the seminar on Saturday, November 7, I feel as if I am beginning to see the light. It is Allan Luke’s video that did the trick! Luke’s video: New Literacies and this week’s articles help me find some of the missing pieces so that I can have a more in depth understand of critical literacy. After Saturday’s seminar, I have also read other literature about Luke’s sociological models for the study of language, discourse and text in education. As I read his model, I was able to reflect on some of our previous readings and gradually I am finding the answers to some of my questions, regarding critical literacy that has been bugging me for a while.
Luke’s theory that the teaching of phonemes is necessary in literacy learning but not sufficient is the answer to a question that has been bouncing around in my head. It has been bothering me that the teaching of phonemes, in literacy learning, is not being recognized for its full benefit. I support Luke’s argument that the benefits of the traditional phonemic awareness teaching cannot be completely ignored. I strongly advocate for the teaching of phonics especially in kindergarten and primary classes. Phonemic awareness skills enable children to use letter-sound correspondences to read and spell words. Research has shown that children who have studied phonics in their primary grades are able to demonstrate more consistent progress than those who did not receive early instructions in this skill (Juel, 1988). It is a program that “works” at shaping different pathways and practices of literacy” (pg. 306, Luke 1988). I agree that, in the shift from cognitive and psycholinguistic teaching to sociolinguistic pedagogy, phonemic awareness is not enough. However, I envision the learning of phonemes to be like a flashlight that a student will need in his/her literacy journey. Therefore, let me introduce a new terminology in the concept of inquiry learning, it will be called “critical phonemic awareness” where the teaching of phonics will be done in a critical way.
In keeping with these changing times, literacy now includes such a broad spectrum of components that it should be referred to in the plural (Lankshear, 1989). The word ‘literacy’ has taken a whole new set of processes. According to Rowan et al, there is more to literacy than the “decontextualized and repetitive practices” involved in this mindset (Rowan et al., 2000, p. 80). Actually, it is only after reading the assigned articles for this graduate program that the meaning of literacy has changed for me. I now perceive literacy as a process of practices that are influenced and shaped by political, social and cultural influences. It should be the goal of every educator to provide their students with the tool to question, explore and value their uniqueness and identities during their literacy development. I agree with Luke’s suggestion that in keeping with Paulo Freire belief, teaching of literacy is as “teaching kids to "read the world", beyond the mechanics of reading” (http://en.wikipedia.org/wiki/Allan_Luke).
Another missing piece of the puzzle, for me, is coming to terms with the challenges being faced to have the benefits of critical literacy included as a component of schools’ literacy programs. Luke’s articles has brought things into prospective for me. The discourses of critical literacy are not welcomed, by those in authority, as they will introduce a new wave of social practices and literacy activities that will eventually erode the current American two tier education system. Although America promotes universal literacy, their education system is far from reaching that goal. Finn (1999) acknowledges that in America, there is a two-tier education system: an empowering education system for the elites that promotes power and authority; and a domesticating education system for the working and underclass which leads to production and dependability. With critical literacy teaching, the students of the later system will learn how to deconstruct gender roles, racist practices, and government policies which will eventually free them from their pernicious effects. As such, the cycle will be broken and power, prestige and position will no longer be for the fortunate few.
Once again I will reiterate my belief that one of the primary barriers in achieving literacy for all students is the fact that meeting the needs of the bureaucracy takes precedence to improving the literacy skills of students. However, this side of literacy is not transparent especially to those who are being discriminated by social practices within the education system. It is like being in a no win situation, as students in the working-class schools look towards education for their ‘freedom’ – to be free from the dependency of the welfare trap; to be free from gang warfare; to be free from ghetto living and most of all to be free from literacy challenges. However, it is the same policies, practices and methods in the schools that undermine the ability and potential of these students that are yearning to be literate. Again, this leaves me with yet another question: When will it end?
References
Finn, Patrick (1999), Literacy with an Attitude: Educating Working-Class Children in their Own Self-Interest, SUNY Press, Albany.
Juel, C. (1988). Learning to rd and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
Lankshear, C. (1989), Reading and Writing Wrongs: Literacy and the underclass. Language and Education (Vol.3, No3,).
Luke, Allan (1988) The non-neutrality of literacy instruction: A critical introduction, Australian Journal of reading, p. 79-83.
Rowan, L., Knobel, M., Bigum, C., Lankshear, C., (2002) Mindsets matter: an overview of major literacy worldviews: Boys, Literacies and Schooling: Open University press. pg.77-98.
http://www.gseis.ucla.edu/faculty/kellner/ed270/Luke/SAHA6.html. Retrieved Nov 9, 2009
http://www.readingonline.org/articles/lloyd/. Retrieved Nov. 9, 2009
http://en.wikipedia.org/wiki/Allan_Luke. Retrieved Nov. 9, 2009
Saturday, November 14, 2009
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