Giselsson, Kristi (2020) Critical thinking and critical literacy: mutually exclusive? International Journal for the Scholarship of Teaching and Learning, 14 (1). 5.

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Abstract

Critical thinking is a core skill within tertiary education, traditionally relying on such principles as logic and truth. Relativistic pedagogical frameworks, such as critical literacy, however, have become increasingly widespread within all levels of education and call into question such principles. In order to ascertain whether critical thinking skills are enhanced or hindered by relativistic approaches, the assessment results of students studying critical literacy within an enabling program at a regional university in Australia were analysed in a small-scale study. The findings potentially suggest that the framework of critical literacy may have had a negative impact on students’ results and, possibly, their critical thinking skills, raising the question as to whether the two frameworks might be mutually exclusive.

Item ID:	63368
Item Type:	Article (Research - C1)
ISSN:	1931‐4744
Keywords:	critical thinking, critical literacy, enabling programs, relativism, logic
Related URLs:	Publisher
Copyright Information:	This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date Deposited:	29 Jun 2020 23:02
FoR Codes:	39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development @ 50% 50 PHILOSOPHY AND RELIGIOUS STUDIES > 5003 Philosophy > 500308 Logic @ 25% 50 PHILOSOPHY AND RELIGIOUS STUDIES > 5003 Philosophy > 500319 Poststructuralism @ 25%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 30% 97 EXPANDING KNOWLEDGE > 970113 Expanding Knowledge in Education @ 40% 93 EDUCATION AND TRAINING > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum @ 30%
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