Appropriated literacies: The paradox of critical literacies, policies, and methodologies in a post-truth era
Since 2016, there has been a proliferation of discourse around what has come to be called “post-truth.” Much of this discourse references critical literacies as a proposed means by which to disrupt post-truth across educational policy, pedagogy, and methodology. In this paper, I highlight the parado...
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| Format: | Article |
| Language: | English |
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Arizona State University
2018-11-01
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| Series: | Education Policy Analysis Archives |
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| Online Access: | https://epaa.asu.edu/ojs/article/view/3377 |