LEADER 00000nam  2200361   4500 
001    AAI3255508 
005    20080530092825.5 
008    080530s2007    ||||||||||||||||| ||eng d 
035    (UMI)AAI3255508 
040    UMI|cUMI 
100 1  Lee, Cheu-jey George 
245 10 Reconstructing critical literacy in the postmodern age: 
       Toward an intersubjectivist paradigm of communicative 
300    133 p 
500    Source: Dissertation Abstracts International, Volume: 68-
       03, Section: A, page: 0916 
500    Advisers:  Martha Nyikos; Phil F. Carspecken 
502    Thesis (Ph.D.)--Indiana University, 2007 
520    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? 
520    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? 
520    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 
520    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 
590    School code: 0093 
590    DDC 
650  4 Education, Language and Literature 
650  4 Philosophy 
690    0279 
690    0422 
710 2  Indiana University 
773 0  |tDissertation Abstracts International|g68-03A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/