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Applying social critical literacy theory to deaf education
journal contributionposted 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.
JournalAustralian journal of language and literacy
Pagination37 - 46
PublisherAustralian Reading Association
LocationCarlton South, Vic.
Publication classificationC3 Non-refereed articles in a professional journal
CategoriesNo categories selected