Critical literacy practices of economically privileged L2 English readers: Literacy education for globalization
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With globalization, observation was made for the need to challenge culturalhomogeneity and to diversify readers’ interpretations, defining this as criticalliteracy. There was a lack of research on engaging the dominant in developingcritical minds. This study investigated reading practices of students fromprivileged background when they were asked to critique what was hegemonic in aglobalized society. Three Korean students were from upper-middle classbackgrounds and were successful academic achievers. A qualitative researchdesign guided the data analysis of students’ emerging patterns in reading practices. Readers took complicated paths: students were explicit in current beliefs aboutpoverty, were critical about those naturalized view, and were bought into thedominant belief system. The reading practices that re-visit readers’ cultural viewand consider diverse perspectives were suggested. Hybrid literacy practices, asopposed to having ability to read across spaces or not1 was important. Criticalpositions emerged when including those missing perspectives.
Abstract
With globalization, observation was made for the need to challenge culturalhomogeneity and to diversify readers’ interpretations, defining this as criticalliteracy. There was a lack of research on engaging the dominant in developingcritical minds. This study investigated reading practices of students fromprivileged background when they were asked to critique what was hegemonic in aglobalized society. Three Korean students were from upper-middle classbackgrounds and were successful academic achievers. A qualitative researchdesign guided the data analysis of students’ emerging patterns in reading practices. Readers took complicated paths: students were explicit in current beliefs aboutpoverty, were critical about those naturalized view, and were bought into thedominant belief system. The reading practices that re-visit readers’ cultural viewand consider diverse perspectives were suggested. Hybrid literacy practices, asopposed to having ability to read across spaces or not1 was important. Criticalpositions emerged when including those missing perspectives.
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