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

Susan Cridland-Hughes


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.


Critical Literacy

Full Text:


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.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563