Author ORCID Identifier
https://orcid.org/0009-0004-8456-060X
Abstract
Recent literacy reforms in the United States have prioritized systematic phonics as part of the “science of reading,” backed by extensive evidence on the importance of phonemic awareness and decoding for early reading development. While these skills are essential, narrowing literacy to mechanics alone overlooks its broader cultural and civic purposes. Drawing on Freire’s (1970/2000) conception of literacy as both “reading the word and the world,” this paper argues for a balanced framework that integrates foundational instruction with comprehension, knowledge building, and critical literacy. Building on the work of Luke (2000) and Vasquez (2014), it positions literacy as both a technical skill and a social practice, vital for countering misinformation, addressing inequities, and fostering democratic participation. The paper concludes with practical applications that extend the science of reading into what Freire envisioned as education for freedom.
Recommended Citation
Bryan, C. (2026). Re-Reading the World: Why Critical Literacy Must Accompany the “Back to Basics” Movement. The Interactive Journal of Global Leadership and Learning, 4(3). https://doi.org/10.55354/2692-3394.1072
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Higher Education Commons, Leadership Studies Commons, Online and Distance Education Commons
