The World Traveling Self: Play as Context and Tool of Critical Literacy

P. J. Nelsen

Abstract


In this article, Nelsen responds to the decreased opportunities for play and playful education within contemporary schools. While justified by the need to bolster the academic performance of our most marginalized of students, anti-playful schooling may exacerbate the very "achievement gaps" that the accountability movement seeks to close. This is especially true within the highly-valued and crucially important area of literacy. The article argues that rather than being frivolous, or extraneous to "serious" academic study (and thus a candidate for censure), it constitutes both a tool for"”and the context of"”critical literacy instruction.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563