On Securitization Rhetoric, Critical Literacy, and Affirming Teaching: A Philosophical Exploration

Susan Cridland-Hughes

Abstract


This article explores the theoretical ramifications of securitization on critical literacy and teaching, linking the high stakes assessment movement and the rhetoric of security with the development of a culture of fear in classrooms.  It can be argued that the current culture of fear actually makes for less secure and supportive classes, but a focus on affirming teaching through critical literacy and dialogue offers a curricular space for reclaiming the classroom.


Keywords


Critical Literacy

Full Text:

Cridland-Hughes.pdf



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.

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