Critical Literacy
Fairness - Equity - Social Justice
“My greatest wish is that there will be more writing from my people and that our
children will read it. I have said again and again that our history
would be different if it had been expressed by us.”
Rita Joe 1932-2007 Mi’kmaq, Whycocomagh, NS
The above quote is included in the Calls to Action from the TRC. Rita Joe wished that
the voice of Indigenous people be included and shared. Including a variety of voices
to gain perspective is a core element of Critical Literacy.
In the past, the stories, textbooks and/or images that were shared in classrooms
often failed to include the voices of Indigenous people. If Indigenous were represented,
it was most likely a “pan-Indian” or stereotypical representation.
What is Critical Literacy?
Critical Literacy refers to students critically analyzing and evaluating the meaning of the text
as it relates to issues of equity, power, and social justice to inform a critical stance,
response and/or action. (The text can be a photo, video, story, news article, advertisement etc.)
Key Concepts of Critical Literacy
These concepts help us frame the questions and discussions we can have about a text.
Follow this link to access the graphic.
Curriculum Connections
We help to develop students’ Critical Literacy skills when we challenge them to interpret, analyse, evaluate and investigate points of view. The Language curriculum shares examples of questions we may pose to students to get them talking about issues of fairness, equity and power. The Media strand makes many connections to Critical Literacy skills.
As students engage in the Inquiry cycle within the Social Studies History Geography curriculum, they are developing their Critical Literacy skills as they...
Gather information from different perspectives on environmental or social issues
Determine the significance of historical events on different groups
Judge the impact of events that resulted in change or lack of change
Including Indigenous Voices and Perspectives in the Curriculum
“The revisions in the 2018 curriculum support Ontario's commitment to respond to the Truth and Reconciliation Commission’s Calls to Action. These revisions were made in collaboration with Indigenous teachers, Elders, Knowledge Keepers, Senators, Indigenous community representatives, and residential school survivors. The revisions focus on strengthening students' knowledge and understanding of Indigenous histories, cultures, perspectives, contributions, and ways of knowing, as well as of the history of the residential school system, treaties, and the Indian Act.”
Ministry of Education, 2018
With the curriculum revisions, the voices and perspectives of Indigenous people are now included when students are learning the true history of Canada.
Why Teach Critical Literacy?
“Students today experience a constant stream of ideas and information – online,
in print, and through electronic games and mass media. As they move into the
Junior grades, they encounter an ever-widening range of texts.
They need skills to determine where to direct their attention and how to interpret
messages and use them appropriately.”
(Ontario Ministry of Education, 2004, p. 9)
Questions to Promote Critical Literacy
The exploration of Critical Literacy works best when students engage in rich talk about text.
This purposeful talk requires time to develop.
Here are some questions you may pose to students to generate rich,
thought-provoking discussions.
What does the composer of the text want us to know?
What do the images suggest?
What do the words suggest?
What kind of language is used in the text?
Why has the composer of the text represented the characters in a particular way?
Who is missing from the text?
What has been left out of the text?
In whose interest is the text?
Who benefits from the text?
Is the text fair?
Which positions, voices and interests are at play in the text?
Who is allowed to speak? Who is quoted?
Why is the text written the way it is?
What does the author want us to think?
For more questions follow this link
Cultural Appropriation/Cultural Appreciation
When we select resources to share with students we are activating our own
Critical Literacy skills. Sharing texts: stories, news articles,
images of indigenous people, helps to include Indigenous voices
and perspectives that may have been missing from student learning.
As we question the inclusion of a resource, we may wonder if it is a
Cultural Appropriation or Cultural Appreciation.
Cultural Appreciation:
-Created by Indigenous People
-Shares Indigenous voices and perspectives
-Indigenous people have control over what is being shared.
Impact on Students
With Critical Literacy, learners are active participants in understanding meaning and message. Critical Literacy invites students to move beyond passively accepting the text’s message to question, examine, or dispute the power relations that exist between readers and authors. It moves learners to reflection, transformation and action. (McLaughlin & DeVoogd)
If we act on Rita Joe’s wish to include, share, and think about the truths and the histories of Indigenous peoples, we are helping to build capacity for intercultural understanding, empathy, and mutual respect
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