Making the case that the critical social theories often associated with Critical Discourse Analysis have not kept pace with a recent shift in attention toward the positive, referred to as Positive Discourse Analysis (PDA) or reconstructive discourse analysis, this book focuses on discourses of hope, transformation, and liberation. Original research conducted by the author in public, educational spaces across the lifespan features a variety of powerful literacies in action: Kindergartners studying a workers rights movement in their classroom community, 6th graders designing a social justice museum exhibit focused on the environment and sustainability, teacher education students practicing racial literacy in response to the death of Michael Brown in Ferguson, Missouri, and an elected school board influencing public policy. Readers are invited to rethink their understanding of concepts such as power, action, context, critique and reflexivity as they move across the chapters in the book. Reclaiming Powerful Literacies provides a unique, reflexive framework for Critical Discourse Analysis with diverse publics. The point is not to capture "the methods" but, rather, to provide many examples of the potential of theorizing discourse analysis from a positive orientation.
Recenzijos
"Rebecca Rogers book takes the field of literacy studies into new ground. Richly theorized and beautifully illustrated through compelling examples of situated practice, it demonstrates how teachers might enable powerful literacies whereby students and teachers can work together to learn about social justice and take action."
--Barbara Comber, Research Professor of Education, University of South Australia
1. Powerful Literacy Practices and Critical Discourse Analysis
2.
Learning about Workers Rights: Critical Literacy in a Kindergarten Classroom
3. Agitating for Environmental Sustainability: 6th Graders Design a Museum
Exhibit
4. Reading, Writing, and Responding to Racism with Ferguson: Racial
Literacy in Action
5. Creating Space for Democracy and Public Contribution to
School Governance: An Elected School Boards Use of CDA
6. Mobilizing
Positively Oriented CDA to Transform Literacy Education: Reflections,
Critiques, and New Directions
Rebecca Rogers is Professor of Education at University of MissouriSt. Louis, USA.
