This year continues to demonstrate the importance of reading the world through a critical lens. But who gets to be “critical?” Who gets access to critical approaches to literacy versus who gets timed reading tests?
Educators who use literacy to challenge the status quo often ground their work in critical literacies. This approach goes beyond reading and writing as mechanical skills, using literacy to critique power and inequity–what Paulo Freire called “reading the word and the world.”
But what does this mean when we ask students to read the word and the world in another language?
I took up this question in a recent article for the Journal of Literacy Research. In the journal’s latest issue, Literacy Research and the Radical Imagination, I wrote alongside a phenomenal group of authors working to “radically reimagine the ways in which research can reposition people and ideas to create new and more inviting spaces for literacy.” (JLR, p. 319).
No small task. Continue reading