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A Plain
Talk about Literacy, Literacies and Critical Literacy? Literacy and Literacies It is probably safe to assume that prominent authors in education see literacy existing in wider contexts beyond just decoding and encoding skills traditionally promoted at schools. Despite such a general consensus, there exist a number of problems associated with the notion “literacy” because literacy is also power, a tool for power, and a tool of people in power. Literacy, as I have come to realize now, can be attitudes, knowledge, abilities, and skills that people might be able to possess and use, but some people’s access to it and rights to use it may be more restricted than others. These multiple dimensions give rise to the term “literacies” and have triggered a lot of discussions due to its problematic nature. Here are some of the examples of the problematic nature of literacy. First, the notion of literacy that is spread around the world can be seen as influenced by the Western scholarship tradition. Others see it as being dominated by the White men culture. Thus, literacy is seen as an unfair system that needs to be challenged and questioned. Second, following the perception of Western scholarship domination, some authors consider it unfair when judgments are passed down against other cultures in relation to what literacy is and how it should be taught. An extreme example of this threat is the extinction of indigenous cultures and languages. Third, literacy can be manipulated by different groups, including and especially by the elites in the society, or, most often, the politicians. Many authors, including Gee, Green, Nieto, etc., argue that literacy has been used to maintain the status quo both within educational institutions and outside in the wider society. Both intentionally and unintentionally, people use literacy to screen out or marginalize certain classes or types of people. For example, in job screening or entrance exams to certain careers or institutions, the exams test certain types of literacy that may not be necessary for performing the job at all. Fourth, some abilities and skills of the silenced groups are usually ignored or undervalued. Practically, people in power have chosen the kind of literacy that their groups already have access to and can develop more easily for all the members in a given society to try to achieve. Therefore, many authors in the literacy field see literacy as a negative element in real life that needs to be unpacked and challenged. However, I see that in reality literacy does not only benefit the advantaged, but it also helps the disadvantaged or the lesser. At least, the latter can have some tool with which to move up the ladders. It is at least an option, although in the game there are certain groups of people who enjoy the better starting position. A lot of people in the academia have moved up from poverty to become quality citizens and grow in many ways by using the language or "discourse" of the elite or people in power, for instance. The world would be a busier place if everything needs to be done differently and “fairly” in strict manners. Imagine if people from all over the world try to study new languages and ignore English. They would find it very difficult to do so. How many other languages will they have to learn? Countries with less power (economic, military and so on) will struggle less by studying only English, rather than having to study all the other languages spoken by other bigger countries. Of course, this does not mean that we should encourage arrogance, ignorance, domination, and oppression that might arise from such the submission. My next question is whether adding “critical” to the above discussed “literacy(ies)” can be a constructive effort. Let’s turn to the term “Critical Literacy”. Critical literacy: Goals vs. Practices and Implications for Classroom Applications Critical literacy is another term in the academia that triggers a lot of debates. Some of the debates do not seem to move us far toward a constructive end. My position while searching the essence of critical literacy is that critical literacy is something positive, giving, strengthening, uniting, empowering, etc., although some people may see it as idealistic and virtually useless. Consider this metaphor: You can detest corruptions, vote-buying, unfair distribution of power, access and income, and gaps between the rich and the poor, but you should not abandon the ideology of “democracy”. To me, democracy is an aim, among others that exist on earth, that we should strive for, but we need to know that there are obstacles and many malpractices, and yet we need to correct the negative and promote the positive elements of it. Now what are the positive elements and what are the problematic issues. Let’s say education that promotes critical literacy aims at social justice, oppression-free societies, inclusive atmosphere, respects for and humane treatments to all individuals (regardless of race, gender, sexual orientation, and other differences), empowered individuals supported by the systems that value their identities and cultural background, and other positive outcomes. What is wrong with these goals? None, I would say, except that they are seldom reached or even strived for in real life. The notions may be discussed merely among the academics in classrooms, while people on the streets, houses, and slums know or care so little about them, and certainly few actions have changed the world, as some claim. Our path towards critical literacy, then, should be to find out why these good things are missing or are unfairly distributed. A most prominent aspect of critical literacy that people talk about and I would like to support is looking at what we see, hear, read, and experience with critical eyes, so that we can understand the reasons why the unfair status quo exists and how it maintains its influence. Once people, both the gainers and losers, are sensitized or enlightened about the unfair systems that hinder what the critical literacy practices aim to achieve, they may start to understand themselves, people on the different layers of society, and the wider world. As a result, they may be inspired to make changes. I agree with the comment that critical literacy, if not practiced by people outside the academia too, would be less practically useful. Thus, I will be happy to see all positive learning, activities, and actions in other places outside educational institutions, e.g. on the playgrounds, on the streets, at people’s homes, in the workplaces, and at temples or churches as well. Some people may think social actions in schools or universities are superficial and practically virtually useless and even do not exist. And thus inadequate! I would try to understand why they think so, case by case based on details of their stories. But my point will be this; only through realization and profound understanding of the unfair systems can the oppressed become equipped with desire to seek power or tools that will help them create changes. That is, by understanding the world around them, people are in a way empowered. We have to admit that a lot of what is found in news, in daily life practices and, particularly, in education make people submit to the unjust society. Uncritical individuals may be easily lured by the traps that are placed within the status quo’s treasure cave. Some people may also argue that oppressed people by default have the ability to unpack the unfair systems, but they cannot do anything; or even if they did something, it would not help change things much. We can argue about what and how much people need to know before they can become a “subject”, as opposed to remaining an “object” of changes. Perhaps, an answer to the question of what to do to be able to change the society lies in continued efforts to reflect on things around us so that we can have a deeper understanding of a given world enriched and strengthened by positive thinking and constructive, or, if necessary, revolutionary actions. I will surely have to continue to be on that path to realize them well enough, I am afraid.
I might sound like a
dreamer, but I hope I am not the only one among the people that I know.
Critical
literacy will only benefit us, I think, only if we move a step beyond
confusion and frustration and head toward a positive stance.
Snea Thinsan
This file was last updated: 10/10/2008
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