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Exploring the Necessity and Theoretical Basis for Discourse-based Literacy Education: From Reflections on the Post-democratic Society
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담론 기반의 리터러시 교육의 필요성과 이론적 토대 탐색: 포스트-민주주의 사회에 관한 성찰로부터

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Type
Academic journal
Author
Dongil Shin (중앙대학교)
Journal
The Korean Association for Sociology of Culture Korean Journal of Cultural Sociology Wn.29 No.2 KCI Accredited Journals
Published
2021.8
Pages
7 - 38 (32page)

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Exploring the Necessity and Theoretical Basis for Discourse-based Literacy Education: From Reflections on the Post-democratic Society
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The purpose of this study is to examine the discourse-based literacy education in the context of post-democracy and the emergence of new media. The way literacy is viewed and taught needs to be inevitably linked to social and ideological behavior, since the traditional ‘autonomous model of literacy’ as neutral, objectively definable set of reading and writing skills seems to be artificial and narrow from the current and interdisciplinary perspectives, as well as in the era of corporate-dominated and newly built media environment. As a strategy to overcome the disappearing ‘civic public sphere’ in modern democratic society, this study suggests raising awareness of constructivistic approaches to ‘discourse’ studies in education settings, which are hoped to fill the gap between (inter)textual and contextual, or functional and critical literacy. The reconceptualized models of literacy are discussed on the new tradition of multiliteracies, multimodality, multicultural literacy, critical literacy, digital literacy, which invalidates the conventional literacy as a standardized, autonomous, cognitive skill on the printed materials. Literacy education for democratic society needs to incorporate social practice into rejuvenating citizens’ voluntary participation and kicking against power order. Then, the features and domains of discourse to be taught in literacy education are summarized, with an emphasis on Fairclough’s model. Foucault’s subjectivities and governmentaltiy are briefly discussed to highlight the meaningfulness of discourse-focused literacy education as a way to create the newly conceived power of resistance. This study finally makes some suggestions for future directions of literacy education.
#포스트-민주주의 #시민적 리터러시 #비판적 리터러시 #뉴 리터러시 #멀티리터러시 #이데올로기 #담론 #Post-democracy #Civic Literacy #Critical Literacy #New Literacy #Multiliteracies #Ideology #Discourse

Contents

Ⅰ. 민주주의와 시민적 리터러시
Ⅱ. 뉴 리터러시의 출현
Ⅲ. 담론 기반의 리터러시 교육
Ⅳ. 권력의 배치, 담론의 이해
Ⅴ. 추후 연구과제
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References (13)

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김주환 / 2019 / 푸코의 사회이론에서 권력 배치로서 사회적 의례의 문제: 사회적인 것과 저항에 대한 푸코의 논의의 궁지와 사회학적 보완 / 사회사상과 문화 22(1):91~142 Crossref 박소희 / 2019 / 문식성 연구의 국제 동향 — Literacy Research Association(LRA)의 2016 - 2018 학술대회를 중심으로 / 국어교육학연구 54(4):5~34 Crossref 박휴용 / 2020 / 포스트휴먼 리터러시－ 개념 및 범주, 이론적 기반, 그리고 교육의 방향 / 리터러시 연구 11(1):11~55 Crossref 손향숙 / 2014 / 사회적 실천으로서의 리터러시 교육-멀티리터러시, 멀티모달리티, 그리고 텍스트 / 영미문학교육 18(1):167~190 google schola 신동일 / 2018 / 영어시험에 관한 담론 정치의 역사성 분석: 신자유주의와 평가국가의 논점으로부터 / 응용언어학 34(3):65~106 dbpia

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