Literacy as Resistance: Critical Framing for Promoting Ecological Awareness

Ahmad Iklil  Saifulloh; Pratiwi  Retnaningdyah; Ali  Mustofa; Suhartono Suhartono

doi:10.19105/ghancaran.vi.21731

Ahmad Iklil Saifulloh English Department, Faculty of Language and Literature, State University of Surabaya, Indonesia
Pratiwi Retnaningdyah English Department, Faculty of Language and Literature, State University of Surabaya, Indonesia
Ali Mustofa English Department, Faculty of Language and Literature, State University of Surabaya, Indonesia
Suhartono Suhartono English Department, Faculty of Language and Literature, State University of Surabaya, Indonesia

https://doi.org/10.19105/ghancaran.vi.21731

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Keywords: Critical Framing, Multiliteracy Pedagogy Framework, Eco-Cultural Awareness

Abstract

The persistent use of traditional teaching methods is often underrated and dismissed as outdated in Indonesia, but this does not mean it should be abandoned entirely. By preserving traditional practices and combining with multimodality, this study explores the transformative potential of Multimodality, focusing on the Critical Framing (CF) of the Multiliteracy Pedagogy Frameworks (MPF) under the New London Group (NLG), and Transformative of Eco-Linguistics and Eco-Cultural Awareness. Focusing on East Java, Indonesia, the research employs a transformative case study involving a Ph.D. student serving as a lecturer and language learners in a green university. CF emerges as a groundbreaking approach to foster students' critical thinking, cultural integration, and learning evolution. The findings reveal CF's effectiveness in enabling essential analysis of Film Promotion and exploring identity, ideology, and values. It introduces gradually dismantling scaffolded instruction in diverse learning contexts. CF promotes the new multimodal designs to realize quality education, local tourism, and facilitate eco-cultural wisdom.

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