Teaching and Reading Peter Pan Through Four Tasks From Critical Literacy(CL): Centering on Enhancing Students’ Interests and Critical Awareness on the Text
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Kim, Chan-Bin. “Teaching and Reading Peter Pan Through Four Tasks From Critical Literacy(CL): Centering on Enhancing Students; Interests and Critical Awareness on the Text.” Studies in English Language & Literature. 42.4 (2016): 135-162. This study aims to ascertain the effects of critical literacy(CL), using a qualitative research consisting of four tasks performed on four middle school students. The first purpose of this study is for students to equip the perspectives of CL to discover biases, discriminations, injustice and inequality hidden in J. M. Berrie’s Peter Pan in terms of gender, appearance and power. The second is to demonstrate how beneficial CL is in terms of improving readers’ interests in English texts. To achieve these goals, this study introduces four tasks based on strategies of CL: problem-posing question, switching, alternative texts/pictures and juxtapositioning. Through the four tasks, students can equip critical awareness to reveal biases and discriminations in illustrations and texts. The third purpose of this study is to observe whether students can apply their own enhanced critical awareness to another text to suggest that CL can positively affect students’ reading. By implementing CL-based classes, students can gradually change themselves into active learners and independent readers as partners with the teacher. An increased sense of democracy in a classroom can allow students to overcome biases and discriminations in texts and challenge an author’s intentions with diverse perspectives, not relying on a teacher who is equal to a bank of knowledge. (Korea University)
Abstract
Kim, Chan-Bin. “Teaching and Reading Peter Pan Through Four Tasks From Critical Literacy(CL): Centering on Enhancing Students; Interests and Critical Awareness on the Text.” Studies in English Language & Literature. 42.4 (2016): 135-162. This study aims to ascertain the effects of critical literacy(CL), using a qualitative research consisting of four tasks performed on four middle school students. The first purpose of this study is for students to equip the perspectives of CL to discover biases, discriminations, injustice and inequality hidden in J. M. Berrie’s Peter Pan in terms of gender, appearance and power. The second is to demonstrate how beneficial CL is in terms of improving readers’ interests in English texts. To achieve these goals, this study introduces four tasks based on strategies of CL: problem-posing question, switching, alternative texts/pictures and juxtapositioning. Through the four tasks, students can equip critical awareness to reveal biases and discriminations in illustrations and texts. The third purpose of this study is to observe whether students can apply their own enhanced critical awareness to another text to suggest that CL can positively affect students’ reading. By implementing CL-based classes, students can gradually change themselves into active learners and independent readers as partners with the teacher. An increased sense of democracy in a classroom can allow students to overcome biases and discriminations in texts and challenge an author’s intentions with diverse perspectives, not relying on a teacher who is equal to a bank of knowledge. (Korea University)
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