Ashbridge, Chloe, Clarke, Matthew, Bell, Beth T. orcid.org/0000-0002-6587-0336 et al. (2 more authors) (2021) Democratic citizenship, critical literacy and educational policy in England:a conceptual paradox? Cambridge Journal of Education. 291-307. ISSN 1469-3577
Abstract
This article identifies a conceptual paradox between recent educational policy in England and a social-democratic understanding of critical literacy. Recent political events including Brexit, the 2020 U.S. Presidential Election, and the Coronavirus Pandemic reiterate the need for pedagogies that equip students to critique information circulated online. After setting out critical literacy’s genealogy as a democratic educational model, the authors situate these theoretical approaches within the context of English secondary education reform. The article then draws on teacher agency research to consider the practical barriers to implementing a critical literacy pedagogy capable of navigating the present political landscape. Addressing gaps within literary education and digital media research, the overall argument is that educational policy in England since 2010 has served the priorities of a neoliberal state system. In this context, enacting the democratic, social-justice orientated critical literacy demanded by the challenges of communicating in the twenty-first-century is both daunting and urgent.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | Publisher Copyright: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. |
Keywords: | Critical literacy,democracy,digital literacy,media literacy,neoliberalism,teacher agency |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 06 Apr 2022 11:50 |
Last Modified: | 16 Mar 2025 00:09 |
Published Version: | https://doi.org/10.1080/0305764X.2021.1977781 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1080/0305764X.2021.1977781 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:185519 |