chapter  16
Tensions and Ambiguities in Critical Literacy
ByNathalie Wooldridge
Pages 14

I became interested in critical literacy when I was working in a training and development project that aimed to support junior secondary teachers in South Australian schools (both government and independent) with a high proportion of students living in poverty. For me, recognition that literacy is not neutral and that every literacy event involves social and cultural values led to different ways of seeing and accounting for the educational outcomes (as judged by such signs as tertiary entrance and school literacy tests) of these students.