Critical literacy: Beyond reason.
| 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.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.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.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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