1 / 8

Canagarajah : last chapter and Kramer-Dahl, “Importing critical literacy”

Canagarajah : last chapter and Kramer-Dahl, “Importing critical literacy”. Ch. 8 The politics and pedagogy of appropriating discourses “Importing critical literacy: Does it have to fail?”. Appropriation of English “in terms of their own traditions and needs” ( Canagarajah , 1999, p.174).

lane-donaldson
Télécharger la présentation

Canagarajah : last chapter and Kramer-Dahl, “Importing critical literacy”

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Canagarajah: last chapter and Kramer-Dahl, “Importing critical literacy” Ch. 8 The politics and pedagogy of appropriating discourses “Importing critical literacy: Does it have to fail?”

  2. Appropriation of English “in terms of their own traditions and needs” (Canagarajah, 1999, p.174) • What does appropriating mean? • How ‘appropriating discourses’ a different understanding from ‘learning a language’ or ‘gaining literacy’?

  3. Englishes (remember Crystal?) • “English should become pluralized to accommodate the discourses of other cultures and facilitate fairer representation of periphery subjects” (Canagarajah, 1999, p.175) -- should! A strong argument – what do you think? How will this happen?

  4. Being critical: remember Luke? • “What post-colonial subjects display is the critical detachment they are able to adopt towards the cultures and communities they inhabit,” which gives them a “creative and radical” standpoint (Canagarajah, 1999, p. 183). • As an international graduate student, how are you like/ or not like/ the ‘hybrid subject’ described here?

  5. Pedagogical approaches • Develop meta-discursive awareness (use students’ “shuttling between L1 and L2” C, P.186) • Pay attention to the desires, repertoires and strategies students bring with them and encourage students to reflect on these as well as on the institutional/expected ways of learning and purposes for learning

  6. Pedagogical approaches • Unpack cultural meanings in textbooks to expose hidden curricula • See discussion questions re: talkative lady who misses her bus on p.189 • Bring popular culture into the classroom (comics, songs, film) (C, p.190)

  7. Pedagogical approaches • See ‘classroom underlife’ as “pedagogically valuable” (C, p.192). What is the underlife in your classroom? • How can you value ‘safe houses’ or sites of oppositional behavior?

  8. Critical pedagogy • What is critical pedagogy? • Kramer-Dahl disagrees with those who say that critical pedagogy won’t work in non-Western settings (p.16). Why? • What are the key principles of the Critical Reading and Writing (CRW) course she designs? • How does Kramer-Dahl understand the resistance of students to the CRW course? (pp.27-30)

More Related