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Designing Critical Literacy Education through Critical Discourse Analysis by Melissa Mosley Wetzel, Rebecca Rogers

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7

CONCLUSIONS

 

 

 

In this book we have shared our story about how we, alongside our students, made sense out of matters of language, literacy, diversity, and power. Creating the time for critical literacy can be daunting, given the continued focus on standards, high stakes testing, and accountability. And yet, for us, critical literacy is what breathes life into our teaching and provides hope in this era of standardization. In this conclusion, we return to our original proposition—critical literacy is not possible with discourse analysis—and share examples from each of the chapters to illustrate how we have shown this to be the case. We also reflect on the role of discourse analysis in our lives as teacher educators and offer some reflections ...

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