LITERACY EDUCATION FOR THE 21ST CENTURY: IT'S TIME TO CLOSE THE FACTORY

Abstract

Much of what is done in literacy education today reflects the philosophy of the industrial (or factory) model of education, which evolved during the late nineteenth and early twentieth centuries. This article examines the historical and theoretical foundations of the factory model and contrasts it to the more recently developed inquiry model. Vignettes provide glimpses of how each model plays out in a contemporary classroom. We argue that the factory model of education is no longer useful since democracy in the twenty-first century requires citizens who are able to think criticallyand use learning and language flexibly to construct knowledge in a number of ways and contexts.

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