Thinking critically in the land of princesses and giants: The affordances and challenges of critical approaches in the early years
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Woods, Annette
Dooley, Karen
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Pandya, JZ
Avila, J
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Abstract
During the last four decades, educators have created a range of approaches for developing critical literacies for different contexts, including compulsory schooling (Luke & Woods, 2009) and second language education (Luke & Dooley, 2011). Despite inspirational examples of critical work with young students (e.g., O’Brien, 1994; Vasquez, 1994), Comber (2012) laments the persistent myth that approaches for developing critical literacies are not viable in the early years.
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Moving Critical Literacies Forward: A New Look at Praxis Across Contexts
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© 2013 Taylor & Francis. This is an Accepted Manuscript of a book chapter published by Routledge in Moving Critical Literacies Forward: A New Look at Praxis Across Contexts on 28 November 2013, available online: https://doi.org/10.4324/9780203521861
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English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)