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Abstract

Critical thinking is a core skill within tertiary education, traditionally relying on such principles as logic and truth. Relativistic pedagogical frameworks, such as critical literacy, however, have become increasingly widespread within all levels of education and call into question such principles. In order to ascertain whether critical thinking skills are enhanced or hindered by relativistic approaches, the assessment results of students studying critical literacy within an enabling program at a regional university in Australia were analysed in a small-scale study. The findings potentially suggest that the framework of critical literacy may have had a negative impact on students’ results and, possibly, their critical thinking skills, raising the question as to whether the two frameworks might be mutually exclusive.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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