This free course, Literacy, social justice and inclusive practice, explores some of the tensions and debates linked to the aim of achieving literacy for all, using specific examples. It focuses on current significant debates related to the teaching of the technical aspects of literacy to a ‘sufficient standard’ and debates related to becoming a ‘literate person’. In particular it looks at the way these debates and their implicit conceptualisations of literacy have the potential to both enhance and limit literacy engagement and learners’ participation in the world.
Overview
Syllabus
- Introduction
- Learning outcomes
- 1 Learning as a dynamic, participatory process
- 1 Learning as a dynamic, participatory process
- 2 Global literacy and ‘literacy for all’
- 2 Global literacy and ‘literacy for all’
- 3 Literacy and economic growth
- 3 Literacy and economic growth
- 4 Global literacy and educational policy
- 4 Global literacy and educational policy
- 5 Defining literacy and illiteracy
- 5 Defining literacy and illiteracy
- 6 How is critical literacy different from functional literacy?
- 6 How is critical literacy different from functional literacy?
- 7 The historical development of reading as a pedagogical practice
- 7 The historical development of reading as a pedagogical practice
- Conclusion
- References
- Acknowledgements
