An Introduction to Critical Literacy Quiddity from Freire's Viewpoint, its Implication, Critiques, and Connection with Curriculum Studies Field

Document Type : Original Article

Authors

1 Ph.D. student of Curriculum Studies, Islamic Azad Tehran University of Research and Science Branch, Tehran, Iran.

2 Associate Professor of Curriculum Studies, Educational Group, Allameh Tabatabaee University of Tehran, Tehran, Iran

3 Associate Professor of Curriculum Studies, Tehran University, Tehran, Iran.

Abstract

Introductoin: Currently, while the world has been changed by new technologies, especially interactive multimedia, and the Internet, literacy cannot be merely restricted to learning the mechanical skills of reading and writing letters and words. Rather, literacy means going beyond the passive acceptance of message to make inferences, criticize power relations, critically understand reality and develop a representation of human agency for an ideological critique of how meaning is produced. The purpose of this study is to explain critical literacy from Freire's viewpoint, its implications, criticisms, and its relationship with the field of curriculum studies.
Method: The research method is qualitative and it follows the design of descriptive-analytical methodology.
Results: The results showed that, from Freire's viewpoint, critical literacy means reading the word and the world, an ideological and social construction, and a reference for the narrative agency, critique, and commitment through dialogue. According to Freire, the themes of critical literacy include connectedness, dialogue, power, and praxis, so that without them, literate people reproduce oppressive systems. There are two negative and positive viewpoints among teachers about the critique of critical literacy pedagogy and postmodern feminist critique. The effects of critical literacy assumptions in education confirmed the formation of identities, opportunities, and trends toward the development of literacy. This theory is related to the selection of knowledge, text, and content in the curriculum. The results indicate that critical literacy, as a sociocultural approach to the use of language, and its education, according to Freire's ideas, involves more than just ways of promoting a critical interpretation of the text's ideological formulations.
Discussion and Conclusion: Regarding the critical philosophy of the curriculum, in curriculum planning, the content selection should be based on the "judgment" of valuable knowledge and centered on maintaining the compatibility of realistic ethical choices with ethical goals such as peace and peaceful coexistence.

Keywords

References

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