Projects / Programmes
Education and constructions of critical literacy: perception, argumentation, interpretation
| Code |
Science |
Field |
Subfield |
| 5.01.00 |
Social sciences |
Educational studies |
|
| Code |
Science |
Field |
| S270 |
Social sciences |
Pedagogy and didactics |
educational process, social reproduction, perception, communication, argumentation, critical literacy
Researchers (5)
Organisations (1)
| no. |
Code |
Research organisation |
City |
Registration number |
No. of publicationsNo. of publications |
| 1. |
0553 |
Educational Research Institute |
Ljubljana |
5051614000 |
0 |
Abstract
The starting point of the research project is critical literacy as the notion widely known in education theory and practice (especially in the Anglo-American intellectual space). Critical literacy is a social and cultural practice, which represents a break with the liberal-humanist model of interpretation. Therefore the project introduces - as a precondition, basis but also a tool of critical literacy - the concept of argumentation as one of the key social language abilities. The project is conceived as an innovative combination of theoretical and empirical approach, its goal being the development of theoretical and methodological models, on the basis of which concrete guidelines and strategies for supporting critical perspective in classroom can be devised (how to master and analyze the power of language, how to interpret different texts, how to assume a standpoint, how to offer alternative readings). As a key for understanding the educational process and its difficulties we propose the perceptional predisposition of children, which nowadays means the effects of the cultural environment in general and media-saturated environment in particular.
