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Applying social critical literacy theory to deaf education

journal contribution
posted on 2002-01-01, 00:00 authored by Linda Komesaroff
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.

History

Journal

Australian journal of language and literacy

Volume

25

Issue

2

Pagination

37 - 46

Publisher

Australian Reading Association

Location

Carlton South, Vic.

ISSN

1038-1562

Language

eng

Publication classification

C3 Non-refereed articles in a professional journal

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