Hilary Janks is a professor in Applied English Language Studies at the University of the Witwatersrand, Johannesburg, South Africa. Her research is in the area of critical literacy and she is best known for the Critical Language Awareness Series, a collection of classroom materials for teaching students about the relationship between language and power, which she edited. While her earlier work focused on power as negative and oppressive, she is now trying to understand the relationship between literacy and a productive theory of power in the hope that critical literacy can do both deconstructive and reconstructive work.
Professor Hilary Janks(1991) A Critical Approach to Language Teaching'. In Educational Review special issue 23 on 'Aspects of Language. Birmingham University. Volume 43, Number 2, 1991, pages 191-199.
Stein, P. and Janks, H. (1992) The process syllabus: a case study. In Perspectives in Education. Volume 13 No 2, pages 93 - 106
Stein P and Janks H (1996) Collaborative teaching and learning with large classes at the tertiary level: a case study from South Africa. Perspectives in Education. Volume 17, No 1, pages 99 - 116.
(1996) Why we still need Critical Language Awareness in South Africa. Spil Plus. No 29, pages 172-190. University of Stellenbosch.
(1997) Critical Language Awareness: Theory and Practice. Interpretations, Volume 30, No. 1, pages 1-29. July 1997.
(1997) Critical Discourse Analysis as a Research Tool. Discourse: Studies in the Cultural Politics of Education, Volume 18 No 3 pages 329 - 342.
Newfield, D. and Janks, H. (1998) Outcomes-based education does not have to be outcomes driven: an integrated model for lesson planning in outcomes-based education. South African Journal of Applied Language Studies. Volume 6. Number 2. Pages 65-81.
Wilkinson, L. and Janks, H. (1998) Teaching direct and reported speech from a critical language awareness perspective. Educational Review. Vol 50. Number 2, pages 181-190. June. Abandon: Carfax.
S Granville, H Janks, M Joseph, M Mphahlele, E Ramani, Y Reed and P Watson.
English with or without g(u)ilt: A position paper on language in education policy for South Africa.
Language and Education. Volume 12, No:4, pages 254-272. December
1998. Clevedon: Multilingual Matters.
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(1998) Reading Womanpower. Pretexts. Volume 7, Number 2, pages 195-212.
(1999) Critical Language Awareness, journals, and student identities. Language Awareness, Volume 8, Number 2, pages 111-122.
(2000) Domination, access, diversity and design: a synthesis model for for critical literacy education. Educational Review. Volume 52, Number 2, June 2000 pages 175-186. Reprinted in Critical Perspectives on Literacy: Possibilities and Practices. Book of readings for Institute 24, 46th Annual Convention, International Reading Association, New Orleans, Louisiana, USA, 2001.
Shariff, P and Janks, H. (2001) Redesigning romance: The making and analysis of a critical literacy comic in South Africa. English in Australia. Volume, 131, July, pages 5 to 17.
(2001) Critical literacy for reconstruction: Curriculum 2005 meets the TRC, Journal of Southern African Linguistics and Applied Language Studies. Volume 19, 2001, pages 241 to 252.
Shariff, P. and Janks, H. (2001) Changing stories: The making and analysis of a critical literacy comic in South Africa. The Journal of Comic Art. Vol 3, No 2, pages 222-238.
(2002) Critical literacy: beyond reason. Australian Educational Researcher, Vol 29 No 1 pp 7-27.
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Prinsloo, J & Janks, H (2002) Critical literacy in South Africa: Possibilities and constraints
in 2002, English Teaching: Practice and Critique, November, 2002, Vol 1,
No 1
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Reed, Y, S Granville, H Janks, P Makoe, P Stein, S van Zyl with M Samuel (2003) (Un)reliable Assessment. Perspectives in Education. Special Issue Assessment of Change in Education. Volume 21 (1), pages 15 - 28, March
(2005) Deconstruction and reconstruction: diversity as a productive resource. Discourse, Volume 26(1). March.
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Janks, H. and Paton, J.S. (1990) English and the teaching of English literature in South Africa. In: Britton, J., Shafer, R.E. and Watson, K. Teaching and Learning English Worldwide. Clevedon: Multilingual Matters. Pages 226 - 248.
Janks, H. (1990) Contested Terrain: English Education in South Africa. In Goodson, I. and Medway, P. (eds) Bringing English to Order: The History and Politics of a School Subject. Lewes: Falmer Press. Pages 242 - 261.
Janks, H. and Ivanic, R. (1992) 'Critical Language Awareness and emancipatory discourse'. In: Fairclough, N. (ed) Critical Language Awareness. London: Longman. Pages 305 - 331.
Janks, H. (1992) 'Critical Language Awareness and People's English'. In Hayhoe, M. (ed), Language and Literacy. Open University Press, Pages 50 - 59. Reprinted (1992) Southern African Journal of Applied Language Studies. Vol 1, No 2, November, pages 64 - 73.
Janks, H. (1993) Language and Position. Johannesburg: Hodder and Stoughton in association with Witwatersrand University Press.
Janks, H. (1993) Language, Identity and Power. Johannesburg: Hodder and Stoughton in association with Witwatersrand University Press.
Janks, H. (1998) Teaching language and power. In Wodak, R. and Corson, D. Language Policy and Political Issues in Education, Volume 1 of Encyclopedia of Language Education. Dordrecht: Kluwer Academic Publishers.
Janks, H. (1999) Critical Discourse Analysis as a Research Tool. In Marshall, J. and Peters, M. (Eds). Education Policy.
The International Library of Comparative Public Policy. Cheltonham, UK: Elgar. Chapter 4. Pages 49-62.
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Janks, H. (2001) Identity and conflict in the critical literacy classroom. In: Comber, B and Simpson, A. (Eds) Negotiating Critical Literacies in Classrooms. New Jersey: Lawrence Erlbaum Associates.
Janks, H. (2003) Seeding change in South Africa: New literacies, new subjectivities, new futures.
In Doecke, B, D Homer and H Nixon (Eds). English Teachers at Work. South Australia:
Wakefield Press and the Australian Association for the Teaching of English.
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Janks, H. with Sethole, M. P. (Forthcoming) Reaching out and reaching in: We had to develop ourselves before we could be developed. In Cooper, C. and R White (Eds). The Practical Critical Educator. Dordrecht: Kluwer Academic.
Janks, H. (2005) Engaging students online. In T. Welch and Y. Reed (eds) Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa. Braamfontein: NADEOSA.