<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Princess Gerbie C. Durante</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ADVANCING CRITICAL LITERACY THROUGH CRITICAL LITERATURE PEDAGOGY-BASED PRINCIPLES OF LITERARY EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">critical language pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">critical literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">critical literature pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching of literature</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1746640535.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Critical Literature Pedagogy (CLP) is a teaching and assessment approach that promotes reading against the text and critically examining biases, norms, and stereotypes in literature. As literature teachers have limited knowledge of the use of CLP as an educational approach to teaching and assessment of literature, this practical action research explored changes in pre-service English teachers' knowledge of CLP following an educational intervention at a state-operated teacher education college in the Philippines. The quasi-experimental study involved 69 third-year pre-service English language teachers in a teacher education college in Central Luzon, Philippines. Results showed a significant increase in CLP knowledge, with participants' mean scores rising from 2.87 (Knowledgeable) to 3.73 (Very Knowledgeable). The improved CLP knowledge was further analyzed through factor analysis using PCA with a rotated component matrix, identifying four key components for developing CLP-based principles for literary education. Qualitative findings reinforced these results, highlighting CLP’s impact on content and pedagogical knowledge while also revealing challenges related to teachers, students, and administration. Strategies for addressing these barriers were grouped into three categories: Technological, Pedagogical, and Content Knowledge. The study’s results provide valuable insights for enhancing practices and curriculum design in literature education.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">196-217</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sonja  Schoeman</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GENDER AND LANGUAGE IN SOUTH AFRICAN SCHOOL TEXTS: A SINGLE CASE STUDY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">critical literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">gender-inclusive and -exclusive language</style></keyword><keyword><style  face="normal" font="default" size="100%">school texts</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406612407.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">34</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study deals with gender and language in school texts; how it manifested, with what consequences and how it can be addressed. A qualitative intrinsic case study of a sample of school History texts from three textbooks published post-2004 was conducted to determine the extent of the use of gender-inclusive/exclusive language in the texts. The micro-level critical discourse analysis of the linguistic elements and texture of the texts revealed that on the 258 pages analysed, 642 occurrences of gendered language were found. All three selected texts contained occurrences of gender-exclusive language. The generic he and man were less of a problem than gender stereotyping, firstness and omission. Although the raw numbers revealed that the overall instances of gender-exclusive language in the linguistic elements were few, gender-exclusive language persisted in the texture of the texts. The solution seems to be critical literacy. Teachers are encouraged to discuss with learners why gender-exclusive language may occur in these texts and what could be done to eliminate gendered language. The procedure of this single case study could be repeated in multiple case studies of the other school subjects. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">138-148</style></section></record></records></xml>