{'fraction_non_alphanumeric': 0.014492753623188406, 'fraction_numerical': 0.001932367149758454, 'mean_word_length': 5.556962025316456, 'pattern_counts': {'":': 1, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
(RE)WRITING THE DISCOURSES OF SCHOOLING AND OF "LEARNING DISABILITIES": THE DEVELOPMENT OF CRITICAL LITERACY IN A STUDENT ACTION GROUP

This article offers an empirical example of the development of critical literacy and suggests ways to redefine reading/literacy curricula to foster this type of literacy. Drawn from a study of the experiences of learning disabled-labeled undergraduates at an Ivy League university, this piece clarifies the concept of critical literacy and its development through an examination of the evolving language practices of a student action group called HEAL (Helping to Educate about Alternative Learning). HEAL group members used their experiences as a basis for collectively critiquing the dominant discourses of schooling and of the learning disabilities field and for creating a more positive alternative discourse about learning diversity. The author traces the development of critical literacy in this group and suggests conditions to support the development of critical literacy in K-16 classrooms.