ABSTRACT
Macedo: The notion of emancipatory literacy suggests two dimensions of literacy. On the one hand, students have to become literate about their histories, experiences, and the culture of their immediate environments. On the other hand, they must also appropriate those codes and cultures of the dominant spheres so they can transcend their own environments. There is often an enormous tension between these two dimensions of literacy. How can emancipatory literacy deal effectively with this tension so as not to suffocate either dimension?
