Critical Literacy: What Every American Needs

In Critical Literacy , Eugene F. Provenzo Jr. challenges E. D. Hirsch's assumptions about culture and education. Calling for a broader and more democratic vision than Hirsch, Provenzo critiques Hirsch's legacy up through the current conservative educational agenda for education which, he argues, denies not only the United States' diversity, but its democratic traditions of democratic participation. His book shows why critical faculties and skills of students are essential not only to the success of individual students but to their participation in a healthy democracy.

Foreword

ix

Michael W. Apple

Acknowledgments

xiii

Introduction

1

(12)

Cultural Literacy and the Loss of Democratic Dialogue

13

(66)

Hirsch as a Leader of the Conservative Movement in Contemporary Education

16

(4)

Hirsch's Critique of Dewey

20

(2)

Who Benefits from Hirsch's Model of Cultural Literacy?

22

(2)

What Should Be the Aims of Education?

24

(4)

Gregory Bateson and the ``Pattern which Connects''

28

(2)

What Hirsch's Curriculum is Mainly About: The Transmission or Banking Model of Education and Culture

30

(2)

Hirsch's Model as Representing a Type of Cultural Imperialism or Educational Colonialism

32

(6)

Hirsch's Model and Cultural Hegemony

38

(3)

Hirsch and the ``Null Curriculum''

41

(2)

Hirsch and the Appropriation of Gramsci

43

(7)

Hirsch and Scientific Standards

50

(2)

Are American Schools a Failure?

52

(1)

Hirsch's Desire for a National Curriculum

53

(3)

Who Creates and Defines the Curriculum?

56

(3)

Why Is Hirsch's Work So Readily Accepted?

59

(2)

Questions for E. D. Hirsch, Jr., and Other Educational and Cultural Conservatives

61

(18)

What Literate Americans Ought to Know---A Preliminary List

79

(64)

Bibliography

143

(8)

Index

151

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Critical Literacy: What Every American Needs to Know

Summary

Table of Contents

Supplemental Materials