Critical literacy

Joseph Gerson A. Balana
Master in English Language & Literature-1
Summer 2015
IN THE CURRICULUM

Critical thinking does not require a college
education or advanced understanding of
philosophy, nor it is problem solving or
creativity. It does not mean you criticize
persons or things, not is it associated with age
or IQ.
Merriam & Bierema, 2014, p.213

has been important in
social movements and liberation…(212).
“The potential for liberation always exists
when students are encouraged to step
outside of their individual world, to
develop empathy, to think historically, and
to think critically”
Zamudio, Rios, & Jamie, 2008,
p.216
[qtd. in Merriam & Bierema, 2014,

“Critical thinking describes the process by
which students become aware of two sets of
assumptions. First, students investigate the
assumptions held by scholars in a field of study
regarding the way legitimate knowledge is
created and advanced in that field. Second,
students investigate their own assumptions and
the way these frame their own thinking and
actions.

“Thinking critically requires us to check the
assumptions that we hold, by assessing the
accuracy and validity of the evidence for these
assumptions and by looking at ideas and actions
from multiple perspectives. A person who thinks
critically is much better placed to take informed
actions; actions that are well grounded in
evidence and that are more likely to achieve the
results intended.”
Brookefield, 2012, p.157
[qtd. in Merriam & Bierema, 2014, p.213]

Critical theory helps us do three important
things:
(1) it gives us a framework for critiquing
social conditions,
(2) it challenges universal truths or
dominant ideologies, and
(3) it seeks social emancipation and the
elimination of oppression.

Transformative Education
“Education then fulfills a crucial
social function that ensures that he
productive forces of society will
replicate and develop….Furthermore,
education is also an essential
component in the preparation for
citizenship (3).
Tujan, A. (2004)

“The challenge to education is how it
can become an agent towards ending
poverty and underdevelopment. The
answer to this challenge lies in how it
should respond to the problems…to
remove social structures of…control…
(7).”
Tujan, A. (2004)

“On the other hand, education also
plays a crucial role in social
development. As a center for learning,
the education system….serves as a
locus both for critique and
advancement of social theory. Beyond
the reinforcing character of education…
Tujan, A. (2004)

“…[it] also reflects the
development, advancements and
aspirations in society that
responds to the prevailing social
inequities and injustices and the
problems of development (8).”
Tujan, A. (2004)

“The curriculum of the school
embodies…and provides the students
with the capacity for critical thinking
and social awareness, and develops
their commitment and empowerment
for social action (13).”
Tujan, A. (2004)

“Critical thinking is the capacity to
discern and analyze independently in
order to judge correctness to see
interconnectedness of things and
phenomena and to make conclusions
about them as value judgments or for
action (14).”
Tujan, A. (2004)

Curriculum Strategies
“It is commonly assumed that developing
the correct grasp of the problems of
society is a responsibility which may be
assigned to the social studies subject
area alone. But actually, this… must be
approached in a holistic manner for
every year level (16-17).”
Tujan, A. (2004)

“The practice of applying or
connecting the lesson and school
activities to current issues and
advocacy campaigns immediately
fulfills the objective for social
relevance. But the objective should
not be simply link the…
Tujan, A. (2004)

…subject matter to current social
problems but to use this learning
process to strengthen and develop a
correct appreciation of social
conditions and problems (17).”
Tujan, A. (2004)

“Another important strategy is
correlating skills and knowledge with
social purpose and service….social
service should be clearly presented to
the students as the over-arching life
objective, and likewise, the ultimate
objective of education (17).”
Tujan, A. (2004)

Integrative Learning
Combines various learning activities and
experiences: classroom and out of
classroom activities, teacher-focused
and independent activities, structured
and non-structured discussions and
activities, work and community
integration, and so on (18).
Tujan, A. (2004)

Community Outreach
…[schools should have] developed their
own community involvement or outreach
program which targets specific
communities and sectors for sustained
partnership in something of a symbolic
relationship where the school supports
the local…
Tujan, A. (2004)

Community Outreach
…cont’d.
organization which in turn, provides the
school with a ready “laboratory” for their
community outreach program. These
communities can be combined with other
areas and sectors which the school has
developed contacts or partnerships with
(19).
Tujan, A. (2004)

Although researchers and educators agree
on the importance of teaching critical
thinking (Roth, 2010), there is less
agreement on the best ways for promoting
it through teaching (Tsui, 2002).
(cited in Merriam & Bierema, 2014, p.213)

Multiculturalism is a perspective that values
diverse and multiple cultures within a society.
Rather than seeking the…status where many
cultures meld into one, multiculturalism
respects the unique identities and contributions
of individuals and their cultures….Multicultural
education recognizes that curricular decisions
are political

and that what and how material is chosen is
influenced….Multiculturally sensitive educators
will strive to provide a range of readings by
diverse authors rather than those who represent
dominant groups. They will also honor diverse
perspectives and create opportunities for
learners to share their voices.

Introducing Critical
Theory
Facilitating Critical
Thinking
Taking Critical
Action
 Understanding
power relations
 Recognizing
ideological
manipulation and
hegemony
 Practicing
democracy
 Fostering critical
reflection
 Building a
learning
community
 Practicing
dialogical
conversation
 Classroom
experiential
learning
 Lived experience
learning
ACTIVITIES FOR CREATING A CRITICAL CLASSROOM
(taken from Merriam & Bierema, 2014, p.228)

Fox (2002) developed a critical thinking
assignment that helps learners see a current
issue from multiple perspectives. She has
learners identify a current local issue that is
controversial. Learners research the history of
the issue and various viewpoints and solutions
on it. Learners are tasked with identifying a
particular proposed solution to the problem and
learning about its consequences from various
stakeholders in the community. After the
learners…

research the solution, they are asked to
formulate their own stances toward it. Learners
are expected to find to enter the conflict, such
as writing letters to the editor or elected
officials, creating educational information such
as a web page or brochure, and so forth. At the
end of the semester, learners discuss the
consequences of the options they selected to
enter the conflict during class and talk about
each other’s design choices.

Links:
D:DowloadsKang BALANA
DOWNLOADSResearch7. CRITICAL
LITERACY.pdf
DOWNLOADSResearchWW_PromotingCritica
lLiteracy.pdf
DOWNLOADSResearchCritical_Literacy
(1).pdf

References:
Merriam, S. & L. Bierema. (2014). Adult learning:
Linking theory and practice. California: Jossey-
Bass.
Oakes, J. & M. Lipton. (2003). Teaching to
change the world. 2nd ed. New York: McGraw
Hill.
Skinner, D. (2010). Effective teaching and learning in
practice. New York: Continuum.
Tujan, A. (2004). Transformative education.
Manila: IBON Books.

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