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Author Lee, Cheu-jey George
Title Reconstructing critical literacy in the postmodern age: Toward an intersubjectivist paradigm of communicative action
Descript 133 p
Note Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0916
Advisers: Martha Nyikos; Phil F. Carspecken
Thesis (Ph.D.)--Indiana University, 2007
Critical literacy is profoundly influenced by postmodernism and claimed to be critical, empowering, and emancipatory. The central concern of this study is to examine whether critical literacy within the postmodern framework can be critical, empowering, and emancipatory? That is, is postmodernism a sound paradigm based on which critical literacy can justify its claims?
The position taken by this study is that postmodernism should not be embraced without serious qualifications. This leads to a series of follow-up questions. That is, what is lacking in postmodernism? Is there an alternative? How does this alternative paradigm address and overcome the limitations of postmodernism? How can critical literacy be critical, empowering, and emancipatory within the alternative paradigm? And what does this alternative paradigm imply in relation to literacy pedagogy?
This study begins with a discussion of the definition of critical literacy in the postmodern age and how it is different from traditional literacy education. Then postmodernism is traced back to the influence of Jacques Derrida and Michel Foucault. Derrida and Foucault have been chosen for discussion because they continue to be the themes within most postmodern work. A critique of their works aims to show what is vii lacking in postmodernism
To circumvent the dilemma faced by critical literacists within the postmodern framework, Habermas's theory of communicative action is proposed as an alternative paradigm. Next, the problematics of critique, empowerment, and emancipation are addressed by a critical literacy that is now recast within Habermas's intersubjectivist or dialogical paradigm. Finally, pedagogical implications for critical literacy grounded on the dialogical paradigm are proposed
School code: 0093
DDC
Host Item Dissertation Abstracts International 68-03A
Subject Education, Language and Literature
Philosophy
0279
0422
Alt Author Indiana University
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