The impact of a critical reading course in the Turkish High School context
Recent research, which argues that discourses shape and are shaped by social reality, has contributed to the development of Critical Literacies and Critical Language Awareness in education. Critical Language Awareness researchers argue that, unless challenged, discourses reproduce dominant ideologies based on the understanding that discourse is a social process and that it is inherently ideological. Therefore, the social aspect of language should not be ignored in literacy education. However, in the context of this study, i. e. Turkey, the current approach to literacy, and in particular to reading, is a traditional one, which does not take the social aspect of language into account. Sharing the principles of Critical Language Awareness, this study seeks to find out the impact of a critical reading course in the Turkish Anatolian High School context. The first chapter opens by exploring the theoretical foundations of Critical pedagogy, later on moving to the principles and practices of Critical Literacies and Critical Language Awareness. In this chapter, student motivation and resistance as a recurring theme in Critical Language Awareness practices is also explored together with theories on motivation. Chapter
ĂĂ§mez, Simla
LB Theory and practice of education
The impact of a critical reading course in the Turkish High School context. Recent research, which argues that discourses shape and are shaped by social reality, has contributed to the development of Critical Literacies and Critical Language Awareness in education. Critical Language Awareness researchers argue that, unless challenged, discourses reproduce dominant ideologies based on the understanding that discourse is a social process and that it is inherently ideological. Therefore, the social aspect of language should not be ignored in literacy education. However, in the context of this study, i. e. Turkey, the current approach to literacy, and in particular to reading, is a traditional one, which does not take the social aspect of language into account. Sharing the principles of Critical Language Awareness, this study seeks to find out the impact of a critical reading course in the Turkish Anatolian High School context. The first chapter opens by exploring the theoretical foundations of Critical pedagogy, later on moving to the principles and practices of Critical Literacies and Critical Language Awareness. In this chapter, student motivation and resistance as a recurring theme in Critical Language Awareness practices is also explored together with theories on motivation. Chapter
impact critical_reading course turkish high_school context recent argue discourse shape shape social_reality contribute development critical critical language awareness education critical language awareness researcher argue unless challenge discourse reproduce dominant_ideology base discourse social_process inherently ideological therefore social_aspect language ignore literacy education however context study turkey current literacy particular reading traditional take social_aspect language account sharing principle critical language awareness study_seek impact critical_reading course turkish anatolian high_school context first open explore theoretical_foundation critical pedagogy later move principle_practice critical critical language awareness student motivation resistance recur_theme critical language awareness practice also_explore together theory motivation