Theoretical Considerations
Theoretical considerations are necessary for beginning teachers to understand the purpose of conducting critical literacy. Kamler (1997) considers the relevance of the feminist-poststructuralist perspective in determining the importance of critical literacy with respect to our ‘social responsibilities’. Cervetti, Pardales and Damico (2001) refer to critical social theory and poststructuralism in determining critical literacy practices. They see the role of critical literacy as offering students the opportunity to re-establish power relationships and their identities in the world, through considerations of texts as social creations from which they derive meaning.
Understanding how meaning is derived requires a sociocultural perspective, recognising that text and its purpose is dependent on the social context and background knowledge of the reader or writer (Lankshear, 1998). This highlights the importance of considering various outlooks during critical evaluation.
Understanding how meaning is derived requires a sociocultural perspective, recognising that text and its purpose is dependent on the social context and background knowledge of the reader or writer (Lankshear, 1998). This highlights the importance of considering various outlooks during critical evaluation.