Two plus four dimensions of critical literacy

Abstract

This paper presents a critical analysis of the four dimensions of critical literacy (FDCL), a framework widely known among the scholars and practitioners in the field of critical literacy. It begins with a literature review of critical literacy. Then each dimension of FDCL is described in detail through the use of a children’s book. In addition, the limitations of FDCL are discussed. Finally, this paper proposes that certain features of Jurgen Habermas’s theory of communicative action be appropriated to complement what is lacking in FDCL.

Keywords:

• Literacy education
• critical literacy
• Jurgen Habermas
• theory of communicative action

Additional information

Notes on contributors

Cheu-jey George Lee

Cheu-jey Lee is Professor in the School of Education at Purdue University Fort Wayne. He is also Site Director of the Appleseed 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.