Show simple item record

dc.creatorDaly-Lesch, Anne
dc.date.accessioned2019-07-22T12:18:49Z
dc.date.available2019-07-22T12:18:49Z
dc.date.issued2019
dc.identifier.issn2329-5724
dc.identifier.urihttps://hdl.handle.net/2152/75178
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/2284
dc.description.abstractLiteracy is a powerful tool to engage students in learning about the social, cultural, political, and natural worlds around them. This is especially true within the discipline of science where students use reading and writing to engage in scientific inquiry. In the era of accountability reform, however, students spend more time acquiring reading and writing skills instead of using them to engage in content area learning. This is especially true for racially, linguistically, and economically diverse students who confront oppressive schooling conditions daily. In this analytic literature, I engage with recent scholarship to understand how literacy can be used as a tool to engage in both scientific inquiry and critical pedagogy. I argue that Paulo Freire’s (1970) theory of critical literacy offers a way to reimagine inquiry as an instructional approach that can engage students in meaningful learning, confronting injustice,and taking action toward social change.en_US
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.relation.ispartofseriesTexas Education Review;Vol. 7, Issue 2
dc.subjectcritical literacyen_US
dc.subjectscientific inquiryen_US
dc.subjectcritical pedagogyen_US
dc.titleUsing Literacy to Enact Critical Pedagogy and Scientific Inquiry: An Analytic Literature Reviewen_US
dc.typeArticleen_US
dc.description.departmentEducationen_US
dc.rights.restrictionOpenen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record