Keywords
Anthropology, critical literacy, marxist theory, student engagement, higher order thinking
Abstract
The challenge of engaging students in disciplinary theory has always been somewhat daunting for most professors. The introduction of theoretical concepts from primary readings is fundamental in this endeavor, but how do we get students to engage with the materials in a more critical and, in some instances, timely fashion? Critical literacy should go beyond primary literature and also be about questioning practices that keep particular structures of knowing, believing, and being in place. In practice, this can be accomplished through building critical literacy skills by recognizing theoretical frameworks in non-traditional contexts. The assignment provided here outlines one way in which a well-known children's book can help students refine their skills in higher-order thinking and affective learning. It is my intention for this work to stimulate faculty thinking on transitioning the "boring and necessary" in our disciplines into a positive experience that students carry with them as they navigate their worlds.
Publication Date
4-2018
Document Type
Paper
Language
English
Copyright Status
Author retained
Publication Version
Author's version
College
College of Sciences
Location
Orlando (Main) Campus
Department
Anthropology
STARS Citation
Williams, Lana, "Click, Clack, Moo Marxism: Recognizing Theoretical Frameworks" (2018). Faculty Scholarship and Creative Works. 634.
https://stars.library.ucf.edu/ucfscholar/634