Anthropology, critical literacy, marxist theory, student engagement, higher order thinking


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


Document Type




Publication Version

Author's version


College of Sciences


Orlando (Main) Campus



Included in

Anthropology Commons



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.