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Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy
Mills, Kathy
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Author
Abstract
This critical exposition challenges three binary oppositions within literacy education in Australian primary schools from the 1950s to the present: the skills-‐‑based versus whole language debate, the exclusively print-based approach versus multiliteracies, and the opposition between cultural heritage and critical literacy models. The six literacy approaches are briefly described, and significant criticisms raised by their detractors are argued with justification of claims. The tensions raised by each binary opposition are reconciled and reframed. The article concludes with a call for pedagogical transformation to meet the constantly changing technologically, culturally and linguistically diverse textual practices required in the twenty-first century
Keywords
education, primary school, literacy, pedagogy
Date
2005
Type
Journal article
Journal
Australian Journal of Language and Literacy
Book
Volume
28
Issue
1
Page Range
67-82
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Event URL
Open Access Status
Published as green open access
License
File Access
Open
Controlled
Controlled