Systemic Colonization of the Educational Lifeworld
An example in literacy education
Bibliographic Data
| ID | 8856863 |
|---|---|
| Authors | Cheu-jey George Lee (Indiana University-Purdue University FortWayne, corresponding author) |
| Year | 2012 |
| Volume | 46 |
| Issue | 1 |
| Pages | 87-99 |
| Publication date | 2012-01-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2011.00812.x |
| OpenAlex | W1967706520 |
| Language | EN |
| References cited | 14 |
This article examines the impact of the reading assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), on literacy education through the Habermasian lens. It argues that DIBELS, along with other systemic forces, has surged beyond its domain as a mere assessment and colonized the lifeworld of literacy education by distorting the meaning of the teaching and learning of literacy.This article calls for a critical reflection on the systemized practices in literacy education and for a return to a lifeworld where literacy is considered more than a testable skill
Critical literacy · Epistemology · Information literacy · Lifeworld · Linguistics · Literacy · Mathematics education · Meaning (existential · Pedagogy · Reading (process · Reflection (computer programming · Social science · Sociology · Computer Science · Innovative Education and Learning Practices · Literacy, Media, and Education · Media, Communication, and Education · Philosophy · Political theory and Gramsci · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |