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This paper presents a pragmatic way of introducing pre-service teachers to multiple literacies and critical literacy through children's-literature-based engagements. The concepts of multiple literacies and critical literacy are reviewed, and their interrelationship is explained. Two instructional engagements, which connect theory to practice through children's books, are then discussed in detail. This paper argues that the instruction of multiple literacies and critical literacy is aligned with the definition of literacy as multiple social practices, which should be examined critically. In addition, the utilization of children's books provides a feasible way to help such instruction take root in the classroom.

This paper presents a critical analysis of the four dimensions of critical literacy (FDCL), a framework widely known among the scholars and practitioners in the field of critical literacy. It begins with a literature review of critical literacy. Then each dimension of FDCL is described in detail through the use of a children's book. In addition, the limitations of FDCL are discussed. Finally, this paper proposes that certain features of Jurgen Habermas's theory of communicative action be appropriated to complement what is lacking in FDCL.

This paper presents a practical way of teaching critical literacy to pre-service teachers through a critical literacy engagement. It begins with a literature review on critical literacy. Then, the critical literacy engagement is discussed in detail. Specifically, the critical literacy engagement is intended to help the pre-service teachers (a) understand why critical literacy is important, (b) see an example of how to put critical literacy into practice, and (c) apply what has been learned

By discussing commonly held myths, this paper attempts to clarify a number of important issues in the area of critical literacy education. These include the distinction between critical thinking and critical literacy, the audience critical literacy is meant for, the philosophical underpinnings of critical literacy, and the relationship between critical literacy on the one hand and reading and writing on the other hand. This paper urges literacy educators to examine their beliefs critically and unlearn ungrounded misconceptions about critical literacy. It is imperative that literacy educators have a better understanding of critical literacy before it can take root in the classrooms.

This study is concerned with an exploration of the politics of language with predominately white pre-service teachers through a linguistic activity. It is a continuous, joint effort of three teacher educators working at two universities. Different pedagogical emphases and data collection methods are used at these two universities to investigate their impact on the pre-service teachers' awareness of the politics of language. It is shown that the pre-service teachers who are required to read critical literature and to reflect specifically on the linguistic activity through guiding questions become more aware of the political aspects of language than those who are not. Yet this critical awareness does not necessarily carry over into a change in their thinking about literacy education with language minority students. This study is hoped to serve as a prompt for more dialogue in this area. (Contains 3 notes.)

This paper investigates the relationship between Habermas's theory of communicative action (TCA) and writing. It begins with a review of the features of Habermas's TCA: validity claims, their corresponding criteria, and the ideal speech situation. Then TCA is applied in analyzing a first grader's written notes. Finally, the implications for the teaching and learning of writing are discussed from a Habermasian perspective. This paper demonstrates the applicability of Habermas's TCA in examining writing. It also shows how TCA informs the teaching and learning of writing

Perhaps no other words occur more frequently than standards in today's discourse on educational reform. There is much debate about standards. Instead of taking sides on the debate, this paper argues that the problem with standards does not lie so much in standards themselves as in how they are viewed by those who make them and those who are held accountable by them. Specifically, what we believe about standards has a tremendous impact on the role standards play in our practices. This paper examines standards critically from the perspectives of positivism, panopticism, and intersubjectivism. Depending on the perspective taken, standards are shown to be interpreted quite differently.

This paper is concerned with the connection between the problematic of power in critical literacy and Jurgen Habermas's theory of communicative action. It begins with a literature review of critical literacy to show that power can be oppressive or resisting/liberating. It argues that certain communicative parameters of Habermas's theory of communicative action can be appropriated to address the oppressive and resisting/liberating aspects of power in critical literacy. This paper ends with a discussion of what power, relocated in Habermas's framework, implies for critical literacy education. [ABSTRACT FROM AUTHOR]