Portraits of Everyday Literacy for Social Justice by Susan Jones

Author:Susan Jones
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

Research and practice within the area of critical literacies highlights the potential of place-based approaches to illuminate issues of power in pedagogic contexts. Freire’s emphasis on literacy as both “reading the word and reading the world” (Freire and Macedo 1987) highlights the centrality of the relationship between the world around us and the ways in which we come to understand it through engaging with the written and spoken word. Drawing upon community resources and funds of knowledge is a feature of critical literacies (Moll et al. 1992; Comber 2016), where place is used as a focal point for critical engagement with the possibilities of language and literacy. A community’s knowledge and resources are drawn upon for classroom work, and students are positioned as researchers of language in ways which acknowledge the breadth of experience that relationally constitutes place (e.g. Baker-Bell 2013; Jones and Chapman 2017).

A model of place as both the process and product of dynamic relations has also influenced our understanding of the links between literacy and place. A spatialised view of literacy foregrounds a direct link between literacy practice and the realisation of place as dynamically constituted through practice (Sheehy and Leander 2004). Building on Studdert’s model of community as being-ness resulting from actions in common (2016, p. 623), the next part of this chapter explores the way in which literacy practice can be seen as central to the collective negotiation of community.

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