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Applying social critical literacy theory to deaf education

Komesaroff, Linda 2002, Applying social critical literacy theory to deaf education, Australian journal of language and literacy, vol. 25, no. 2, pp. 37-46.

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Title Applying social critical literacy theory to deaf education
Author(s) Komesaroff, Linda
Journal name Australian journal of language and literacy
Volume number 25
Issue number 2
Start page 37
End page 46
Publisher Australian Reading Association
Place of publication Carlton South, Vic.
Publication date 2002
ISSN 1038-1562
Keyword(s) critical thinking
literacy education
deafness
special education
special needs students
literacy
reader text relationship
critical literacy
content analysis
literary criticism
primary education
Summary This article explores social critical literacy theory and its application to deaf education. It argues that critical literacy offers an approach that can lead to engagement with and empowerment over written text, repositioning students as researchers of language. Texts that represent deaf people - if only through their absence - offer an opportunity for deaf students to engage in literate practices in meaningful contexts. An example of critical text analysis is provided using articles on a contested issue: cochlear implantation.
Language eng
Field of Research 130312 Special Education and Disability
HERDC Research category C3 Non-refereed articles in a professional journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30012666

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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