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Canagarajah : last chapter and Kramer-Dahl, “Importing critical literacy”

Canagarajah : last chapter and Kramer-Dahl, “Importing critical literacy”. Ch. 8 The politics and pedagogy of appropriating discourses “Importing critical literacy: Does it have to fail?”. Appropriation of English “in terms of their own traditions and needs” ( Canagarajah , 1999, p.174).

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Canagarajah : last chapter and Kramer-Dahl, “Importing critical literacy”

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  1. Canagarajah: last chapter and Kramer-Dahl, “Importing critical literacy” Ch. 8 The politics and pedagogy of appropriating discourses “Importing critical literacy: Does it have to fail?”

  2. Appropriation of English “in terms of their own traditions and needs” (Canagarajah, 1999, p.174) • What does appropriating mean? • How ‘appropriating discourses’ a different understanding from ‘learning a language’ or ‘gaining literacy’?

  3. Englishes (remember Crystal?) • “English should become pluralized to accommodate the discourses of other cultures and facilitate fairer representation of periphery subjects” (Canagarajah, 1999, p.175) -- should! A strong argument – what do you think? How will this happen?

  4. Being critical: remember Luke? • “What post-colonial subjects display is the critical detachment they are able to adopt towards the cultures and communities they inhabit,” which gives them a “creative and radical” standpoint (Canagarajah, 1999, p. 183). • As an international graduate student, how are you like/ or not like/ the ‘hybrid subject’ described here?

  5. Pedagogical approaches • Develop meta-discursive awareness (use students’ “shuttling between L1 and L2” C, P.186) • Pay attention to the desires, repertoires and strategies students bring with them and encourage students to reflect on these as well as on the institutional/expected ways of learning and purposes for learning

  6. Pedagogical approaches • Unpack cultural meanings in textbooks to expose hidden curricula • See discussion questions re: talkative lady who misses her bus on p.189 • Bring popular culture into the classroom (comics, songs, film) (C, p.190)

  7. Pedagogical approaches • See ‘classroom underlife’ as “pedagogically valuable” (C, p.192). What is the underlife in your classroom? • How can you value ‘safe houses’ or sites of oppositional behavior?

  8. Critical pedagogy • What is critical pedagogy? • Kramer-Dahl disagrees with those who say that critical pedagogy won’t work in non-Western settings (p.16). Why? • What are the key principles of the Critical Reading and Writing (CRW) course she designs? • How does Kramer-Dahl understand the resistance of students to the CRW course? (pp.27-30)

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