Does Carter manage to avoid imposing her personal, liberal, political agenda through her rhetorical dexterity approach?

  • a "more situated perspective" (p. 59)
  • emphasis on context (p. 55), showing "sympathetic readings" along with critical readings - showing BOTH (all) sides of the argument
  • moving away from a deficit model of teaching (p. 58)
  • regardless, students may see a liberal agenda in a oppressive-system argument

critical consciousness (Freire, p. 39-40) - Freire "conscientizacao," understanding oppressive systems; a dominant class has the power to "define, profile, and describe" (Freire on p. 50); "generating the writer's place within that world" (p. 40); ideological, sociological, rhetorical, cultural "givens" (p. 55); teaching students to become active agents for change

  • Deborah Brandt: stratification, competition, reappropriation in literacy (p. 348)

power (Bizzell, p.57) - coercion, persuasion, authority ; not a unitary force with uniform effects; when an instructor attempts to teach critical pedagogy to his/her students, issues of power and authority come into play; this complicates Carter's attempt in question #1 because "regardless of how we go about convincing students that their perspective is 'oppressive,' we are still working from a deficit-model of teaching" (p. 58).

autonomous literacy (Brian V. Street, p. 1) - represented as neutral and universal; literacy with benign effects; literacy as social improvement

  • We have learned that this is an impossible/idyllic/unrealistic/ineffective approach to teaching reading/writing/literacy.

false consciousness (Jacqueline Jones Royster, p. 40) - experienced/represented world through language for the individual; "how it comes to mean for her, how the symbols and codes the write uses come to mean for her" (p. 40)

Carter (p. 43) "a conflict that ultimately led me to rethink this approach and the practical consequences of a critical pedagogy"

  • Ana is a blind student, English as a second language
  • she is unable to view/read the film (p. 46)
  • violence in literacy, even with the best of intentions