This article argues for the use of critical literacy as a critical pedagogy in student affairs practice. The authors describe how some currents of the student affairs literature have shifted toward a focus on student learning and critical approaches to student development and learning. Subsequently, they discuss the social turn in our understanding of literacy and a related move toward critical approaches to understanding literacy as a social practice. Finally, they present a synthesis of the literature, which results in considerations for approaching higher education student affairs contexts through a critical literacy framework, exposing gaps and areas for future theorizing and research.
Brian J. Reece Ryan M. Rish
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Reece, Brian J. and Rish, Ryan M.
"A Critical Literacy Approach to Student Affairs Education,"
Journal of Critical Scholarship on Higher Education and Student Affairs: Vol. 5
, Article 3.
Available at: https://ecommons.luc.edu/jcshesa/vol5/iss3/3