ql-align-justify"> Lumaban para sa Masa. A clear example of critical literacies pedagogy in practice is the implementation of Critical Literature Pedagogy (CLP) in Junior High School English classes (Grades 7–10) in the Philippines. This approach shifts classroom practice from traditional “reading to comprehend” toward “reading to critique,” positioning texts as socially constructed and politically situated. Through the use of Filipino literature, students are encouraged to interrogate issues of power, social injustice, and historical representation rather than simply extract information or identify literary elements.

A concrete application of CLP can be seen in the analysis of Martial Law–era texts. Teachers use Filipino protest songs from the 1970s, such as Araw na Lubhang Mapanglaw, as well as short stories and poems written during or about that period. Students analyze the political and social conditions reflected in these texts, identify whose voices are amplified or silenced, and examine how media and government influence public consciousness. Instead of treating these works as fixed historical artifacts, learners are guided to see them as responses to oppression and resistance.

This pedagogy is practiced through several key strategies. First is “reading against the text,” where students go beyond summarization to uncover hidden ideologies, such as class struggle, gender inequality, or nationalism embedded in myths and narratives. Second, students create counter-texts—poems, essays, spoken word pieces, or multimedia projects—that challenge dominant narratives on issues like poverty, environmental degradation, or historical revisionism. Third, students are asked to connect literary issues to their own lived experiences and propose solutions to community problems, transforming them from passive readers into active social agents.

The strengths of this approach lie in its ability to foster critical thinking, civic awareness, and student empowerment. It validates students’ voices and encourages meaningful engagement with social realities. However, its weaknesses include the need for highly skilled teachers and the risk of insufficient focus on basic language skills if not carefully balanced.

Compared to functional literacy pedagogy, which emphasizes practical skills such as comprehension, vocabulary, and communication for everyday use, critical literacy goes further by questioning whose interests literacy serves. While both aim to prepare learners for participation in society, functional literacy focuses on efficiency and use, whereas critical literacy emphasizes critique, transformation, and social justice.

References:

[1] https://newlearningonline.com/literacies/chapter-7

[2] https://cids.up.edu.ph/wp-content/uploads/2022/02/UP-CIDS-Discussion-Paper-2019-14.pdf

When Reading Becomes Resistance!