Critical Literacy Quotes

We’ve bought into the idea that education is about training and “success”, defined monetarily, rather than learning to think critically and to challenge. We should not forget that the true purpose of education is to make minds, not careers. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death.

Teaching kids how to nourish their creativity and curiosity, while still providing a sound foundation in critical thinking, literacy and math, is the best way to prepare them for a future of increasingly rapid technological change.

Readers usually ignore the typographic interface, gliding comfortably along literacy’s habitual groove. Sometimes, however, the interface should be allowed to fail. By making itself evident, typography can illuminate the construction and identity of a page, screen, place, or product.

If, as a white person, I conceptualize racism as a binary and I see myself on the "not racist" side, what further action is required of me? No action is required at all, because I am not a racist. Therefore racism is not my problem; it doesn't concern me and there is nothing further I need to do. This guarantees that, as a member of the dominant group, I will not build my skills in thinking critically about racism or use my position to challenge racial inequality.

The next question is how? How does news find us? What you need is a certain critical literacy about the fact that you are almost always subject to an algorithm. The most powerful thing in your world now is an algorithm about which you know nothing about.

As long as oppression is present in the world, young people need pedagogy that nurtures criticality.

The need to agitate for criticality historically spoke to the social unrest at the time, and I argue that the need to agitate is still necessary and pressing in classrooms today.

Too often, poverty and deprivation get covered as events. That is, when some disaster strikes, when people die. Yet, poverty is about much more than starvation deaths or near famine conditions. It is the sum total of a multiplicity of factors. The weightage of some of these varies from region to region, society to society, culture to culture. But at the core is a fairly compact number of factors. They include not just income and calorie intake. Land, health, education, literacy, infant mortality rates and life expectancy are also some of them. Debt, assets, irrigation, drinking water, sanitation and jobs count too. You can have the mandatory 2,400 or 2,100 calories a day and yet be very poor. India’s problems differ from those of a Somalia or Ethiopia in crisis. Hunger—again just one aspect of poverty—is far more complex here. It is more low level, less visible and does not make for the dramatic television footage that a Somalia and Ethiopia do. That makes covering the process more challenging—and more important. Many who do not starve receive very inadequate nutrition. Children getting less food than they need can look quite normal. Yet poor nutrition can impair both mental and physical growth and they can suffer its debilitating impact all their lives. A person lacking minimal access to health at critical moments can face destruction almost as surely as one in hunger.

Perhaps the people who need criticality the most become those who share identities with the greatest oppressors of the world.

Literacy is far more significant now than it has been for very many years. I think it is critical that we share books with our kids from a very early age - read to them, read for them, read with them!

The habit of reading is absolutely critical today, particularly for Christians. As television turns our society into an increasingly image dominated culture, Christians must continue to be people of the Word. When we read, we cultivate a sustained attention span, an active imagination, a capacity for logical analysis and critical thinking, and a rich inner life. Each of these qualities, which have proven themselves the essential to a free people is under assault in a TV dominated culture.

CLOTHES SWITCH How would the story change if the characters were dressed differently—preppy, gangsta rapper-style? ETHNIC/RACE SWITCH What if the characters were given different ethnicities or races? How would that change the story? EMOTION SWITCH

Literacy is not an end. Literacy should be taught as a means to critical thinking. Knowledge isn't an end. Knowledge is a means to critical thinking. The smartest student is not the student who is the most literate, or who knows the most. The smartest student has the greatest desire to know—to know all the facts and perspectives of human life and of the world.

The ability to amplify lies, to repeat them and have surrogates repeat them in endless loops of news cycles, gives lies and mythical narratives the aura of uncontested truth. We become trapped in the linguistic prison of incessant repetition. We are fed words and phrases like war on terror or pro-life or change, and within these narrow parameters, all complex thought, ambiguity, and self-criticism vanish.

Has it ever struck you as odd, or unfortunate, that today, when the proportion of literacy is higher than it has ever been, people should have become susceptible to the influence of advertisement and mass propaganda to an extent hitherto unheard of and unimagined?...Have you ever, in listening to a debate among adult and presumably responsible people, been fretted by the extraordinary inability of the average debater to speak to the question, or to meet and refute the arguments of speakers on the other side?...And when you think of this, and think that most of our public affairs are settled by debates and committees, have you ever felt a certain sinking of the heart?...Is not the great defect of our education today---a defect traceable through all the disquieting symptoms of trouble that I have mentioned---that although we often succeed in teaching our pupils "subjects," we fail lamentably on the whole in teaching them how to think: they learn everything, except the art of learning.

The triviality of American popular culture, its emptiness and gossip, accelerates this destruction of critical thought.It expands the void, the mindlessness that makes the magic, mythology and irrationality of the Christian Right palatable. Television, the movement's primary medium, allows viewers to preoccupy themselves with context-free information. The homogenized empty chatter on the airwaves, the banal amusement and cliches, the bizarre doublespeak endlessly repeated on cable news channels and the huge spectacles in sports stadiums have replaced America's political, social and moral life, indeed replaced community itself.

In the words of Arnaldo Momigliano, the most learned and nimble interpreter of antiquity in our age: “All these civilizations display literacy, a complex political organization combining central government and local authorities, elaborate town-planning, advanced metal technology and the practice of international diplomacy. In all these civilizations there is a profound tension between political powers and intellectual movements. Everywhere one notices attempts to introduce greater purity, greater justice, greater perfection and a more universal explanation of things. New models of reality, either mystically or prophetically or rationally apprehended, are propounded as a criticism of, and alternative to, the prevailing models.

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

In fact, the Latin root of the word literacy is the same as for the word intellect: leggere, “to read.” The source for the word intellectual also gives us its true meaning: inter-leggere, “to read between.” An intellectual is defined by an ability to read between the lines, to analyze and to think critically, to understand things on many levels at the same time.

language and literacy education is a political act and that equitable teaching means educating youth about the working of anti-Blackness while shedding light on what Blackness is, its heritage, language, beauty as critical components in disrupting the school-to-prison nexus.

Childhood, as both a social structure and a psychological condition, works when things like maturity, responsibility, literacy, and critical thinking mark an adult.

The Assyrians’ earlier decision to spare the southern kingdom proved one of history’s fulcrums, for at least two reasons. First, it allowed the Jews, and their cultural contribution to the West, to survive. Second, the sparing of the southern state resulted in a socioeconomic transformation that probably produced mankind’s first small step toward mass literacy. While mass literacy requires both a simplified alphabet and readily available writing implements, they are not in and of themselves sufficient. Literacy is also spurred by two other conditions: prosperity, which gives people the leisure to pursue it; and urbanization, which provides the critical mass of human contact to propagate it.

Since I began teaching I’ve wanted to expand the curriculum, but my first year was mostly about surviving rather than looking critically at what I teach and why I was teaching it. American literature conjures up a strong multicultural image for me. I’ve followed Sherman Alexie’s characters on the struggle to find them themselves; I’ve explored the New Mexican desert of Rudolfo Anaya’s novels; I’ve traveled down Harlem streets with Hughes and experienced Hurston’s southern lifestyle. I imagined, when I received my first teaching assignment of American literature, that these authors would be the ones to grace my classroom. However, the way that my English 10 colleagues read the new state standards and the common assessments required by my district made it almost impossible to fit these authors into a “dead white guy” curriculum. I began to struggle through a year of teaching the curriculum as it was, feeling that I was doing a disservice to my students and my educational upbringing. I was required to stay on track with what other teachers in my grade level were doing, when they were testing, and how much time they were spending on units.

A strong start sets the stage for meaningful learning and powerful impacts. Teachers need to be mindful of the place their students are in the learning cycle. Surface learning sets the necessary foundation for the deepening knowledge and transfer that will come later. But there’s the caveat: teaching for transfer must occur. Too often, learning ends at the surface level, as up to 90% of instructional time is devoted to conveying facts and procedures (Hattie, 2012). Bu the challenge is this: we can’t overcorrect in the other direction, bypassing foundational knowledge in favor of critical and analytic thinking. Students need and deserve to be introduced to new knowledge and skills thoughtfully and with a great deal of expertise on the part of the teacher. And teachers need to recognize the signs that it is time to move forward from the surface acquisition and surface consolidation period.

Active critical reflection is necessary in every aspect of our teaching, not only in front of a class. We must try to reevaluate our own values and experiences as they relate to our teaching. Our assumptions and theories about teaching composition must remain open to inspection, evaluation, and revision, a condition that requires an active inquiry paralleling the inquiry in which we engage our students.

Long before the internet, critical media literacy has never been considered essential in schools or communities. Instead,

Turkle recounts the story of Marcia, a tenth grader she interviewed about Sim City. Marcia had developed a set of guidelines for playing the game, including this one: "Raising taxes always leads to riots."46 Turkle worries gravely about Marcia's inability to conceive of a simulation in which the rules would differ, in which, for example, "increased taxes led to increased productivity and social harmony."" Turkle calls for a new kind of literacy that would teach Marcia and her peers how to develop a reading competency of simulation.

Quite often, the consequence of gaining literacy or critical consciousness is alienation not just from the values of the dominant culture, but from the ways of knowing and being that characterize one's own immediate family and community.

Henceforth I ask not good-fortune, I myself am good-fortune. Henceforth I whimper no more, postpone no more, need nothing, Done with indoor complaints, libraries, querulous criticisms, Strong and content I travel the open road.

Teaching kids how to nourish their creativity and curiosity, while still providing a sound foundation in critical thinking, literacy and math, is the best way to prepare them for

Ikeda:  Freedom of expression is the basis of liberty and democracy. Though the extent to which nations and communities allow for freedom of expression varies with cultural conditions, restrictions on it should be minimized. Maintaining a balance between freedom of expression and limiting expressions of violence, hatred and discrimination requires a holistic and positive approach, including both the legal system, self-regulation and education. Education is fundamental because it elevates the standards of both those who transmit and those who receive media information. In more concrete terms, media literacy – the ability to discriminate, evaluate, and apply media information – must be thoroughly improved. Education that achieves these ends in the home, the school and the community endows the general public with the autonomy to use and criticize the media independently. This is the best way to improve the media. Education should encourage people to regard the media in the spirit of critical, independent dialogue, thus preparing the ground for a culture of tolerance and peace.

Instead of resigning ourselves to the inevitability of bad sex, and even romanticizing it as merely youthful misadventure, we should subject it to sustained scrutiny. Bad sex emerges from gender norms in which women cannot be equal agents of sexual pursuit, and in which men are entitled to gratification at all costs. It occurs because of inadequacies and inequalities in access to sexual literacy, sex education and sexual health services. It trades on unequal power dynamics between parties, and on racialized notions of innocence and guilt. Bad sex is a political issue, one of inequality of access to pleasure and self-determination, and it is as a political issue that we should be examining it, rather than retreating into an individualizing, shoulder-shrugging criticism of young women who are using the tools available to them to address the pains of their sexual lives.

For Freire, political literacy clearly matters, not just actual illiteracy. Indeed, as we will see, actual literacy is, at best, a secondary concern. He feels this way because, in keeping with Karl Marx, whose theology he adopted in full, man’s true nature lies in gaining the power to transform the world (into a socialist utopia through relentless critique of what is), and his ability to participate in this process of political activism and transformation is the most fundamental aspect of his being and his key human right.

It’s from this time of early literacy that we get the easiest starting point for us to learn the memory arts. We’ll start with the critical role of the imagination. I’ll show you how to use your playful and creative inventiveness to memorise information with very straightforward medieval techniques.

As Pauline Kael, Penelope Gillian, and all of those sober-sided film critics so often prove, no one is so humorless as a big-time film critic or so apt to read deep meanings into simple doings (“In The Fury,” Pauline Kael intoned, apparently in all seriousness, “Brian De Palma has found the junk heart of America.”)—it is as if these critics feel it necessary to prove and re-prove their own literacy; they are like teenage boys who feel obliged to demonstrate and redemonstrate their macho . . . perhaps most of all to themselves. This may be because they are working on the fringes of a field which deals entirely with pictures and the spoken word; they must surely be aware that while it requires at least a high school education to understand and appreciate all the facets of even such an accessible book as The Body Snatchers, any illiterate with four dollars in his or her pocket can go to a movie and find the junk heart of America. Movies are merely picture books that talk, and this seems to have left many literate movie critics with acute feelings of inferiority.

Visual literacy, critical thinking, active listening—these understanding skills are—like muscles—things we need to exercise

I believe he hadn't read it. Because he doesn't read books. its one of the things that apparently endears him to his base.

Our technologies are complicit in the greatest challenges we face today: an out-of-control economic system that immiserates many and continues to widen the gap between rich and poor; the collapse of political and societal consensus across the globe resulting in increasing nationalisms, social divisions, ethnic conflicts and shadow wars; and a warming climate which existentially threatens us all. Across the sciences and society, in politics and education, in warfare and commerce, new technologies do not merely augment our abilities, but actively shape and direct them, for better and for worse. It is increasingly necessary to be able to think new technologies in different ways, and to be critical of them, in order to meaningfully participate in that shaping and directing. If we do not understand how complex technologies function, how systems of technologies interconnect, and how systems of systems interact, then we are powerless within them, and their potential is more easily captured by selfish elites and inhuman corporations. Precisely because these technologies interact with one another in unexpected and often-strange ways, and because we are completely entangled with them, this understanding cannot be limited to the practicalities of how things work: it must be extended to how things came to be, and how they continue to function in the world in ways that are often invisible and interwoven. What is required is not understanding, but literacy. True literacy in systems consists of much more than simple understanding, and might be understood and practiced in multiple ways. It goes beyond a system's functional use to comprehend its context and consequences. It refuses to see the application of any one system as a cure-all, insisting upon the interrelationships of systems and the inherent limitations of any single solution. It is fluent not only in the language of a system, but in its metalanguage - the language it uses to talk about itself and to interact with other systems - and is sensitive to the limitations and the potential uses and abuses of that metalanguage. It is, crucially, capable of both performing and responding to critique.

We often struggle to conceive of and describe the scope and scale of new technologies, meaning that we have trouble even thinking them. What is needed is not new technology, but new metaphors: a metalanguage for describing the world that complex systems have wrought. A new shorthand is required, one that simultaneously acknowledges and addresses the reality of a world in which people, politics, culture and technology are utterly enmeshed. We have always been connected - unequally, illogically, and some more than others - but entirely and inevitably. What changes in the network is that this connection is visible and undeniable. We are confronted at all times by the radical interconnectedness of things and our selves, and we must reckon with this realization in new ways. It is insufficient to speak of the internet or amorphous technologies, alone and unaccountable, as causing or accelerating the chasm in our understanding and agency. For want of a better term, I use the word 'network' to include us and our technologies in one vast system - to include human and nonhuman agency and understanding, knowing and unknowing, within the same agential soup. The chasm is not between us and our technologies, but within the network itself, and it is through the network that we come to know it. Finally, systemic literacy permits, performs, and responds to critique. The systems that we will be discussing are too critical to be thought, understood, designed and enacted by the few, especially when those few all too easily align themselves with, or are subsumed by, older elites and power structures. There is a concrete and causal relationship between the complexity of the systems we encounter every day; the opacity with which most of those systems are constructed or described; and fundamental, global issues of inequality, violence, populism and fundamentalism, All too often, new technologies are presented as inherently emancipatory. But this is itself an example of computational thinking, of which we are all guilty. Those of us who have been early adopters and cheerleaders of new technologies, who have experienced their manifold pleasures and benefitted from their opportunities, and who have consequently argued, often naively, for their wider implementation, are in no less danger from their uncritical deployment. But the argument for critique cannot be made from individual threats, nor from identification with the less fortunate or less knowledgeable. Individualism and empathy are both insufficient in the network. Survival and solidarity must be possible without understanding.

Core subjects include English, reading, and language arts; world languages; arts; mathematics; economics; science; geography; history; and government and civics. Learning and innovation skills are those possessed by students who are prepared for the 21st century and include creativity and innovation, critical thinking and problem solving, and communication and collaboration. Information, media, and technology skills are needed to manage the abundance of information and also contribute to the building of it. These include information literacy; media literacy; and information, communications, and technology (ICT) literacy. Life and career skills are those abilities necessary to navigate complex life and work environments. These include flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility.

Metalitecy is an overarching comprehensive notion that provides an integrated and inclusive framework to cultivate critical thinking and proficiency in comprehending data, information, visuals and the media, particularly in technology-mediated settings through fortifying lifelong learning and attaining the objective of engendering critical engagement in individuals.

A holistic approach to literacy is demanded to enhance metacognitive critical thinking abilities to consume information, counter misleading or false narratives, and further comprehend the associated issues with the technology such as bias, privacy, and security.

It is important to note that going through the motions of answering questions is not critical literacy; rather, critical literacy involves the reader’s understanding of the author’s intent, bias, and purpose for writing.

Coming up with a counter or alternative text can be a very useful tool for clarifying what the original text represents.

In music class, the students created alternative lyrics to a variety of songs, including “Cats in the Cradle,

Critical Literacy Critical literacy is not a teaching method but a way of thinking and a way of being that challenges texts and life as we know it. Critical literacy focuses on issues of power and promotes reflection, transformation, and action. It encourages readers to be active participants in the reading process: to question, to dispute, and to examine power relations (Freire, 1970).

Current thinking about reading (Luke & Freebody, 1999; Pearson, 2001) suggests that we should help our students to comprehend at these deeper levels—levels that require them to think beyond the information on the printed page and critically analyze the author’s message. Reading from a critical perspective

Critical literacy focuses on issues of power and promotes reflection, transformation, and action.

There is a sense of empowerment and confidence in the act of creation that cannot be achieved by copying.

David felt that CNBC was the most critically essential yet significantly undervalued news network available to American citizens. He turned the television in his home office to this station 24/7. Unlike many other news outlets that tend to lean either too far to the right or the left, CNBC focused solely on information that impacts financial life.

If misinformation is inaccurate information, and disinformation is deliberate falsehoods — what's a simple way to remember the difference? 'Mis' for mistake, 'D' for deliberate.' I came up with it and it works for me! (Link to full anthology in profile website)