Literacy Ideologies: Critically Engaging the Language Arts Curriculum

Addresses the questions of how literacy is defined, by whom, and for what purposes, using critical literacy as a lens of analysis. Considers the "normative assumptions" that are present within the language arts curriculum. Suggests that any methodological approach to what it means to be a...

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Bibliographic Details
Published in:Language arts 2002-05, Vol.79 (5), p.372-381
Main Author: Cadiero-Kaplan, Karen
Format: Article
Language:English
Subjects:
Beliefs
Children
Critical Literacy
Cultural literacy
Curricula
Curriculum Design
Definitions
Educational Policy
Elementary Education
Elementary School Teachers
History instruction
Ideology
Job Skills
Language Acquisition
Language Arts
Language Proficiency
Learning Processes
Literacy
Literary criticism
Politics
Politics of Education
Reading instruction
Reading Programs
Reading Skills
Standardized Tests
Teacher Educators
Teachers
Teaching Methods
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Summary:Addresses the questions of how literacy is defined, by whom, and for what purposes, using critical literacy as a lens of analysis. Considers the "normative assumptions" that are present within the language arts curriculum. Suggests that any methodological approach to what it means to be a "literate" person is based on an ideological construct that is inherently political. (SG)
ISSN:0360-9170
1943-2402
DOI:10.58680/la2002254