Habermasian Criteria for Critical Literacy: An Example of Critical Text Analysis and Its Implications

Cheu-jey Lee

Abstract

This paper is concerned with the connection between Jurgen Habermas’s theory of communicative action and critical literacy. It proposes that Habermas’s criteria used to evaluate validity claims in communicative action can supplement what is lacking in critical literacy. An example of critical text analysis is presented to demonstrate how Habermas’s criteria can be used to evaluate validity claims in critical literacy. This paper ends with a discussion of the implications of Habermas’s criteria for reading assessment.