A Critical Analysis of the Four Dimensions of Critical Literacy

Authors

  • Cheu-jey Lee Purdue University Fort Wayne

DOI:

https://doi.org/10.11575/jet.v52i2.69426

Keywords:

critical literacy, four dimensions of critical literacy, critical reading, literacy education

Abstract

This paper consists of a critical analysis of Lewison,Flint, and Van Sluys’s (2002) four dimensions of critical literacy (FDCL). FDCL is chosen for analysis because it is familiar to, and widely used by, scholars and practitioners in the field of critical literacy. The analysis focuses on what FDCL is and what limitations it has. The purpose of the analysis is to provide an in-depth examination of FDCL and to show what it can and cannot do for those interested in the research and teaching of FDCL.

Author Biography

Cheu-jey Lee, Purdue University Fort Wayne

Cheu-jey Lee is Professor in the School of Education at Purdue University Fort Wayne. He is also Site Director of the Appleseed FOUR DIMENSIONS OF CRITICAL LITERACY 128 Writing Project, an affiliation of the National Writing Project. He received his Ph.D. in Language Education from Indiana University-Bloomington. He teaches literacy/language arts methods courses in the teacher education program. His research focuses on literacy education, especially critical literacy and sociolinguistically-based writing, in relation to Jurgen Habermas’s theory of communicative action.

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Published

2019-09-11

Issue

Vol. 52 No. 2 (2019): Journal of Educational Thought

Section

Articles

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