Appropriated literacies: The paradox of critical literacies, policies, and methodologies in a post-truth era

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Abstract

Since 2016, there has been a proliferation of discourse around what has come to be called “post-truth.” Much of this discourse references critical literacies as a proposed means by which to disrupt post-truth across educational policy, pedagogy, and methodology. In this paper, I highlight the paradoxical degree of overlap between post-truth and the critical literacy approaches espoused to combat it. Left underexplored, these appropriated literacies may do more to embolden than to dismantle post-truth. I first typify three “first wave” responses to post-truth, exploring the affordances and limitations of each. I then provide recommendations for augmenting these responses through a renewed emphasis on power, domination, and liberation in critical literacies as a response to post-truth.

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How to Cite
Bacon, C. K. (2018). Appropriated literacies: The paradox of critical literacies, policies, and methodologies in a post-truth era. Education Policy Analysis Archives, 26, 147. https://doi.org/10.14507/epaa.26.3377
Section
Rethinking Education Policy and Methodology in a Post-truth Era
Author Biography

Chris K. Bacon, Boston College

Chris K. Bacon is a PhD candidate at Boston College. As a former high school English and ESL teacher, his research explores critical literacies, bilingualism, and language policy in literacy and teacher education. Chris’s work has been featured in Journal of Teacher Education, Linguistics and Education, and Journal of Literacy Research.