TOK and critical literacy

Critical literacy is a way of interpreting texts. It involves the analysis and critique of texts for assumptions, bias and/or distortions. The word “text” is used in a very broad sense to include the written word, the spoken word, TV, film, music and art. Questions could include the following.

What is the purpose of the text? Who wrote it, when, where, who for and why?
What assumptions are made about perspectives, values, knowledge and beliefs by the author(s)?
What has been omitted and why?
Does the language mask intention? How and why?
What are the underlying power structures that created the context for the text?
Critical literacy enables students to reflect on their own assumptions about how they think, feel, relate to their environment (personal and physical) and act within it. It is therefore important for the development of intercultural awareness and international-mindedness and to consciously inform responsible global (political) engagement, citizenship, actions or behaviour.

The IB is committed to critical literacy and TOK has an important role in developing this in Diploma Programme students. Approaches to TOK, therefore, should be framed around student inquiry that encourages critical thinking. This might include:

questioning knowledge claims rather than accepting them unreservedly
engaging in tasks that demonstrate and expose assumptions (in perspectives, feelings, beliefs, values, language, knowledge and so on)
understanding the importance of evidence when making judgments
having opportunities to study texts from a wide range of cultural contexts
having time for discussion and reflection in a “safe” environment.