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Investigating the Implementation of Critical Literacy Approach in the Middle-East Education Contexts: Three Main Constraints

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 2 No. 3 (2019) · hlm. 410–418

DOI
10.34050/els-jish.v2i3.7470
ISSN
2621-0835, 2621-0843
Terbit
2019-09-30
Penerbit
Hasanuddin University
Bahasa
en

Abstrak

Critical literacy, which is derived from critical pedagogy and critical thinking, is crucial for teachers and students to acquire throughout their education. According to critical literacy approach, students are not only expected to read and write different texts but are also required to challenge, synthesize, analyze, and go beyond these forms of skills analytically and critically. With regard to reviewing various literature, this approach is not implemented effectively in the Middle East education systems due to some main obstacles. This paper is aimed at reviewing different literature and case studies in order to grasp these pivotal constraints that students and teachers encounter while learning and teaching in Middle-Eastern educational settings. The main purpose of this article is to review critically the domination of education by politics and religion, the lack of communicative language teaching approach, and the exclusion of teachers from making decisions as to the major impediments of enacting critical literacy in the Middle-east contexts.

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Rekan penulisOrganisasiArtikel bersama
Sadegh Pordanjani RahimiMonash University1
Marina AiusheevaMonash University1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, pertama di-harvest 3 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Investigating the Implementation of Critical Literacy Approach in the Middle-East Education Contexts: Three Main Constraints</dc:title>
	<dc:creator xml:lang="en">Rahimi Pordanjani, Sadegh</dc:creator>
	<dc:creator xml:lang="en">Guntur, Laode Muhammad Firman</dc:creator>
	<dc:subject xml:lang="en">Critical Literacy</dc:subject>
	<dc:subject xml:lang="en">Teaching Constraints</dc:subject>
	<dc:subject xml:lang="en">Middle-East Education</dc:subject>
	<dc:description xml:lang="en">Critical literacy, which is derived from critical pedagogy and critical thinking, is crucial for teachers and students to acquire throughout their education. According to critical literacy approach, students are not only expected to read and write different texts but are also required to challenge, synthesize, analyze, and go beyond these forms of skills analytically and critically. With regard to reviewing various literature, this approach is not implemented effectively in the Middle East education systems due to some main obstacles. This paper is aimed at reviewing different literature and case studies in order to grasp these pivotal constraints that students and teachers encounter while learning and teaching in Middle-Eastern educational settings. The main purpose of this article is to review critically the domination of education by politics and religion, the lack of communicative language teaching approach, and the exclusion of teachers from making decisions as to the major impediments of enacting critical literacy in the Middle-east contexts.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2019-09-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/7470</dc:identifier>
	<dc:identifier>10.34050/els-jish.v2i3.7470</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 2 No. 3 (2019): SEPTEMBER; 410-418</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v2i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/7470/4197</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2019 ELS Journal on Interdisciplinary Studies in Humanities</dc:rights>
</oai_dc:dc>