Critical Literacy, Schooling, and Social Justice
The Selected Works of Allan Luke
In the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/or practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.
Allan Luke’s work on critical literacy, schooling, and equity has influenced the fields of literacy education, teacher education, educational sociology, and policy for over three decades. This volume brings together Allan Luke’s key writings on literacy and schooling. Chapters cover a range of topics and theories, including the development and application of a social and cultural analysis of literacy education and schooling; a primer on literacy as a social construction; classroom-based case studies of literacy teaching and learning; major theoretical and philosophic essays; practical programmatic work on school reform and enabling curriculum policies; and classroom approaches to teaching critical literacy and multiliteracies.
Table of Contents
1. No Grand Narrative in Sight: On Double Consciousness and Critical Literacy
2. The Social Construction of Literacy in the Primary School
3. The Secular Word: Catholic Reconstructions of Dick and Jane
4. The Body Literate: Discourse and Inscription in Early Childhood
5. Stories of Social Regulation: The Micropolitics of Classroom Narrative
6. Genres of Power: Literacy Education and the Production of Capital
7. Critical Literacy in Australia: A Matter of Standpoint and Context
8. Adolescence Lost Childhood Regained: On Early Intervention and the Emergence of the Techno-Subject, with Carmen Luke
9. Two Takes on the Critical
10. Literacy and the Other: A Sociological Approach to Literacy Research and Policy in Multilingual Societies
11. Evidence-based State Literacy Policy: A Critical Alternative
12. The Trouble with English
13. Pedagogy as Gift
14. Looking at the Next Twenty Years of Multiliteracies: An Exchange, with Antero Garcia and Robyn Seglem
Allan Luke is Emeritus Professor of Education, Queensland University of Technology, Brisbane, Australia and an Honorary Professor at Beijing Normal University, China.
Luke has written over 300 articles and chapters, reports and monographs, and has undertaken policy work with the governments of Queensland, New Zealand, Hong Kong, Singapore, Thailand, Kiribati, Ontario, and the OECD. He has received the Educational Press Association of America Merit Award (1989), the American Educational Research Association Curriculum Studies Book Award (2003) and Distinguished Research Address (2011), membership of the International Reading Association Hall of Fame (2003), the Gold Medal of the Australian College of Education (2005), IBM/Bulletin Australian Educator of the Year (2004), the Australian Literacy Education Association Research Award (2014) and Distinguished Lifetime Achievement Award from the Literacy Research Association (2017). Luke received the Order of Australia in 2015.
"Allan Luke's work has been a guiding light that will continue to provide insight and inspiration for generations to come."
--Hilary Janks, Emerita Professor, School of Education, Wits University, South Africa
"This collection will make a profound and unique contribution to education from one of the world's truly great and generous scholars. Allan Luke's work has changed the ways in which generations of teachers and researchers understand the politics of literacy, schooling and pedagogy showing us how educational injustice is produced and how we might actively work against it. Across decades of research Allan Luke has demonstrated how literacy classrooms typically privilege the powerful. Through his analyses of the ways in which texts and other discursive practices work to exclude and marginalise children in relation to their gender, race and class, he has troubled the easy assumptions about the empowering properties of literacy education and forced us to think beyond our comfort zones. His sharp critique is coupled with an alternative vision for how education might be more positive and productive. This volume will be a wonderful gift to future generations of educators and educational researchers alike."
--Barbara Comber, Research Professor, Faculty of Education, Queensland University of Technology, Australia