Finding Voices in a Changing World: Standard Language Education as a Site for Developing Critical Literacies

Abstract

What are the “key competencies” needed in our time? What literacy is needed to make students active participants in their societies and contributors to changing cultures? This article offers a contribution to the ongoing discussion about these questions. It takes as its point of departure the “key competencies” formulated in the OECD program Definition and Selection of Competencies (DeSeCo) in response to educational challenges in a changing world, and the five “basic skills” to be developed in all school subjects from year 1 to year 13 in the Norwegian curriculum of 2006 (LK06). It argues, first, for the need to understand “basic skills” in the perspective of DeSeCo “key competencies”, with a focus, as formulated in DeSeCo, on using tools interactively, acting autonomously, and interacting in heterogeneous groups. Secondly, the aims and purposes of the school subject “Norwegian” in Norway, as formulated in LK06, are discussed in relation to the aims of the DeSeCo key competencies and the concepts of critical literacy and Bildung. Thirdly, the article offers a discussion of how standard language education can become a site for the development of key competencies and critical literacies, drawing on Mikhail Bakhtin's ideas about utterances and voices and Roz Ivanic's about discoursal identities, and talking about the StLE subject as a potential public space, a stage, a resonance room, and a cultural workshop. Finally, some concluding remarks are made about the crucial role of the teacher in such a curriculum, and about the role of standard language education in relation to other school subjects.

Keywords:

• standard language education
• literacy
• key competencies
• basic skills
• critical literacy

Notes

¹ First presented as key-note lecture at the 37th Annual Congress of the Nordic Educational Research Association in Trondheim in 2009: “Literacy as Worldmaking”.

² I find “resonance box” too limiting and prefer to speak of a resonance room.

³ In Denmark, Ellen Krogh has written a great deal a

bout this (Krogh, 2003, 2007).

Additional information

Notes on contributors

Jon Smidt

Jon Smidt, Faculty of Teacher Education and Deaf Studies, Sør-Trøndelag University College.