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Critical literacies & social justice: social justice approaches in schools

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dc.contributor.authorSpina, N.
dc.contributor.authorComber, B.
dc.contributor.authorJeffries, M.
dc.contributor.editorTierney, R.J.
dc.contributor.editorErcikan, F.
dc.date.issued2023
dc.description.abstractCritical literacy and social justice theories are both related to the exploration of power and privilege. This entry focusses on how critical literacy has been taken up by teachers in primary and secondary schooling to engage students and educators to think deeply about–and contest–unequal power relations. We frame our discussion using Nancy Fraser's tripartite model of social justice that addresses parity of participation through redistribution, recognition and representation. We contend that understanding social justice as a multidimensional concept allows educators to take up critical literacy in ways that seek to reveal and challenge complex social injustices.
dc.identifier.citationSource details - Title: International Encyclopedia of Education, 2023 / Tierney, R.J., Ercikan, F. (ed./s), pp.217-224
dc.identifier.doi10.1016/B978-0-12-818630-5.07014-7
dc.identifier.isbn9780128186305
dc.identifier.urihttps://hdl.handle.net/11541.2/33199
dc.language.isoen
dc.publisherElsevier
dc.publisher.placeUS
dc.rightsCopyright 2023 Elsevier
dc.source.urihttps://doi.org/10.1016/b978-0-12-818630-5.07014-7
dc.subjectcritical literacy
dc.subjectNancy Fraser
dc.subjectprimary educationn
dc.subjectsecondary education
dc.subjectsocial justice
dc.titleCritical literacies & social justice: social justice approaches in schools
dc.typeBook chapter
pubs.publication-statusPublished
ror.mmsid9916721915401831

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