Abstract
This paper begins by tracing the development of critical scholarship in the sociology of education, focusing on its attempts to explain academic failure for low-income youth. Next, it examines contemporary theoretical work in “critical” literacy—work that appears to have benefited from this sociological scholarship. Third, a brief account is offered of three historical instances of when critical literacy was practiced. Finally, the author concludes by arguing that the needs of culturally diverse and low-income students will be met to the extent that educators and students actively challenge the societal power structure within which they live.
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Densmore, K. Education for literacy. Urban Rev 27, 299–320 (1995). https://doi.org/10.1007/BF02354410
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DOI: https://doi.org/10.1007/BF02354410