因要翻譯一些有關批判教學的東西，也為下年度的creative writing 備課，以下真要好好記下：
Critical literacy thus challenges the status quo in an effort to discover alternative paths for self and social development. This kind of literacy–words rethinking worlds, self dissenting in society–connects the political and the personal, the public and the private, the global and the local, the economic and the pedagogical, for rethinking our lives and for promoting justice in place of inequity. Critical literacy, then, is an attitude towards history, as Kenneth Burke (1984) might have said, or a dream of a new society against the power now in power, as Paulo Freire proposed (Shor and Freire, 1987), or an insurrection of subjugated knowledges, in the ideas of Michel Foucault (1980), or a counter-hegemonic structure of feeling, as Raymond Williams (1977) theorized, or a multicultural resistance invented on the borders of crossing identities, as Gloria Anzaldua (1990) imagined, or language used against fitting unexceptionably into the status quo, as Adrienne Rich (1979) declared.
from Ira Shor “what is critical padagogy” chapter 1
“Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse.” (Ira Shor, Empowering Education, 129)
