Critical Literacies & the Decolonial Turn

Project: Non-funded project

Project Details

Description

Both as an instrument and beneficiary of colonialism as part of the British empire, as well as a victim of colonisation, Scotland represents the tenuous negotiations of identity with history, politics and power. While moves have been made in education to regain a Scottish identity through the implementation of Scots language and Scottish literature in the English curriculum, questions about criticality and (de)colonisation still remain relatively unheard (Priestly & Hume, 2010; Priestley, 2018). This has implications for how policy can be interpreted and implemented. Through a critical analysis, I explore how Scottish educational policy on English language and literacy constructs criticality and notions of (de)colonialism, if at all, and measure the emergent themes against critical approaches to teaching and learning as well as decolonisation. I then consider the role of critical literacies as a means for transformative social-semiotic action and interaction in the decolonisation of English language and literacy education.
StatusFinished
Effective start/end date1/07/1931/12/19

UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):

  • SDG 4 - Quality Education
  • SDG 5 - Gender Equality
  • SDG 10 - Reduced Inequalities
  • SDG 11 - Sustainable Cities and Communities
  • SDG 13 - Climate Action
  • SDG 16 - Peace, Justice and Strong Institutions

Keywords

  • critical literacy
  • decoloniality
  • multimodality
  • place-based pedagogy
  • critical discourse analysis
  • autoethnography

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