Literasi kritikal dalam konteks pendidikan tinggi

Suara dari sebuah bilik darjah di Malaysia

Translated title of the contribution: Critical literacy in higher education: voices from a Malaysian classroom

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The key thrust of the Malaysian Higher Education Action Plan (MoHE 2007a, 2007b) is to develop first class human capital for sustainable Higher Education in terms of employability and citizenship (Dam-Mieras, 2005; Ryden, 2005). Critical and independent thinking (MoHE, 2007a) is a vital attribute for first class human capital. This paper reports the preliminary findings of a research which examines the voices and experiences of postgraduate students from different linguistic backgrounds registered in a course which is committed to building situated critical literacy from the critical Literacy Awareness (CLA) Instructional perspective and method. The conceptual framework aims to redefine the construction of meaning in terms of the intersecting and/or conflicting voices and discourses with respect to ideological perspective ideas on literacy and awareness of knowing (Wallace, 1988; Lankshear & McLaren, 1993; Kress, 2003; Koo Yew Lie, 2009). Using action research involving transcripts of teacher talk and student logs, this paper qualitatively analyzes a subject's reflections of her journeys through CLA Instructional pedagogy in a transnational Malaysian Higher education classroom. The use of multilayered codes (vernacular languages, dialects, registers) and diverse cultural resources in the subject's reflective logs demonstrates the complex ways in which hybrid texts are constructed based on the subject's various social locations. The teacher's deliberate engagement with the subject's positions is also seen as a contributory influence on the use of diversity for cultural meaning-making. The findings indicate that for it to be inclusive and transformative, teacher's talk and interventions through CLA pedagogy has to multiply and inter-culturally engage with student's language and cultural resources as variously valued in diverse context.

Original languageUndefined/Unknown
Pages (from-to)99-119
Number of pages21
JournalGEMA Online Journal of Language Studies
Volume11
Issue number2
Publication statusPublished - 2011

Fingerprint

literacy
classroom
education
human capital
teacher
language code
student
employability
action plan
dialect
resources
action research
citizenship
Critical Literacy
linguistics
discourse
language
experience
Teacher Talk
Human Capital

Keywords

  • Action research
  • Critical literacy awareness
  • Higher education
  • Multilingual students
  • Pluriliteracy

ASJC Scopus subject areas

  • Literature and Literary Theory
  • Language and Linguistics
  • Linguistics and Language

Cite this

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title = "Literasi kritikal dalam konteks pendidikan tinggi: Suara dari sebuah bilik darjah di Malaysia",
abstract = "The key thrust of the Malaysian Higher Education Action Plan (MoHE 2007a, 2007b) is to develop first class human capital for sustainable Higher Education in terms of employability and citizenship (Dam-Mieras, 2005; Ryden, 2005). Critical and independent thinking (MoHE, 2007a) is a vital attribute for first class human capital. This paper reports the preliminary findings of a research which examines the voices and experiences of postgraduate students from different linguistic backgrounds registered in a course which is committed to building situated critical literacy from the critical Literacy Awareness (CLA) Instructional perspective and method. The conceptual framework aims to redefine the construction of meaning in terms of the intersecting and/or conflicting voices and discourses with respect to ideological perspective ideas on literacy and awareness of knowing (Wallace, 1988; Lankshear & McLaren, 1993; Kress, 2003; Koo Yew Lie, 2009). Using action research involving transcripts of teacher talk and student logs, this paper qualitatively analyzes a subject's reflections of her journeys through CLA Instructional pedagogy in a transnational Malaysian Higher education classroom. The use of multilayered codes (vernacular languages, dialects, registers) and diverse cultural resources in the subject's reflective logs demonstrates the complex ways in which hybrid texts are constructed based on the subject's various social locations. The teacher's deliberate engagement with the subject's positions is also seen as a contributory influence on the use of diversity for cultural meaning-making. The findings indicate that for it to be inclusive and transformative, teacher's talk and interventions through CLA pedagogy has to multiply and inter-culturally engage with student's language and cultural resources as variously valued in diverse context.",
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