Addresses the following questions and many more - Is literacy a skill or a social practice? In what ways is literacy embodied? Do texts have designs on us and what can we do about it? How does language construct reality? What is 'linguistic capital' and who has it? And who gets access to new literacies and who is excluded? Series: Language, Culture, and Teaching Series. Num Pages: 272 pages, 20 black & white tables. BIC Classification: CFC; JNFD. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 228 x 153 x 10. Weight in Grams: 372. . 2009. 1st Edition. paperback. . . . .

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Bibliographic Details

Title: Literacy and Power
Publisher: Routledge
Publication Date: 2009
Language: English
ISBN 10: 0415999634
ISBN 13: 9780415999632
Binding: Soft cover
Edition: 1st Edition
Condition: New

About this title

Synopsis

Hilary Janks addresses key questions about literacy and power in this landmark text that is both engaging and accessible.

Her central argument is that competing orientations to critical literacy education - domination (power), access, diversity, design - foreground one over the other, but are crucially interdependent and need to work together to create possibilities for redesign and social action that serve a social justice agenda. She examines the theory underpinning each orientation, and develops new theory in the argument for interdependence and integration.

Sitting at the interface between theory and practice, constantly moving from one to the other, the text is rich with examples of how to use these orientations in real teaching contexts, and how to use them to counterbalance one another.

In the groundbreaking final chapter Janks considers how the rationalist underpinning of critical literacy tends to exclude the non-rational shows ways of working ‘beyond reason’ - pleasure and play, desire and the unconscious - and makes the case that these need to be taken seriously given their power to cut across the work of critical literacy educators working from any orientation.

About the Author

Hilary Janks is a professor in Applied English Language Studies in the School of Education at the University of the Witwatersrand, Johannesburg, South Africa.

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