 |  School and Society: Historical and Contemporary Perspectives, 4/e Stephen E. Tozer,
The University of Illinois, Chicago
Paul C. Violas
Guy Senese,
Northern Arizona University
Liberty and Literacy Today: Contemporary Perspectives
Learning ObjectivesChapter 9 provides context and content for consideration of the following questions by students:
| How do the four different perspectives on literacy-the conventional, the functional, the cultural, and the critical-potentially serve different social groups and different ideological orientations in contrasting ways? |
| | | | How do the four different literacy perspectives serve different educational goals? |
| | | | How does Jefferson's conception of the connection between literacy and democracy compare with the critical literacy perspective? To what degree are the methods of critical pedagogy necessary to achieve critical literacy? |
| | | | What are the basic tenets of cultural or ideological hegemony theory and to what extent is that theory supported by data in this chapter and in students' own experience? |
| | | | To what extent is contemporary society marked more by hegemonic than by participatory democratic processes, and to what extent do schools serve one or the other of those ideals? |
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2002 McGraw-Hill Higher Education