Critical literacy and diversity in higher education

A case study of a multilingual learner

Y. L. Koo

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    UNESCO (2004a) speaks of the importance of critical literacy (Street, 1995; Wagner, Venezky, & Street., 1999; Robinson, 2003) in an age where symbolic violence and oppression of diverse views threaten democratic civic life. This paper reports the findings of a post-modern qualitative research which examined a postgraduate student's voice and experiences in terms of a pedagogy committed to building critical literacy for multilingual students through a Critical Literacy Awareness (CLA) Perspective and Method. The paper qualitatively examined the postgraduate student's talk and reflective logs as a point of entry into her negotiations of plural, intersecting and/or conflicting identities and discourses and in relation to ideological perspectives on literacy and contested ways of knowing (Wallace, 1988; Lankshear & McLaren, 1993; Kress, 2003; Koo, 2008a). The findings indicate that for it to be empowering of learner diversity, teacher talk and interventions have to engage with student's unequally valued language and multicultural resources in context and to work with the competing and dominant discourses which are recognised as legitimate in education and the workplace (Luke, 1993).

    Original languageEnglish
    Pages (from-to)205-218
    Number of pages14
    JournalPertanika Journal of Social Science and Humanities
    Volume20
    Issue number1
    Publication statusPublished - Mar 2012

    Fingerprint

    literacy
    education
    student
    symbolic violence
    discourse
    UNESCO
    oppression
    qualitative research
    workplace
    Critical Literacy
    Literacy
    teacher
    language
    resources
    experience
    Discourse
    Reflective
    Education
    Symbolic Violence
    Language

    Keywords

    • Critical Literacy Awareness
    • Cultural diversity
    • Higher education
    • Language education
    • Literacy practices
    • Multilingual learners
    • Qualitative research
    • Student voices

    ASJC Scopus subject areas

    • Arts and Humanities(all)
    • Business, Management and Accounting(all)
    • Economics, Econometrics and Finance(all)
    • Social Sciences(all)

    Cite this

    Critical literacy and diversity in higher education : A case study of a multilingual learner. / Koo, Y. L.

    In: Pertanika Journal of Social Science and Humanities, Vol. 20, No. 1, 03.2012, p. 205-218.

    Research output: Contribution to journalArticle

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