ABSTRACT
Taking the pulse of current efforts to do—and, in some cases, undo—critical literacy, this volume explores and critiques its implementation in learning contexts around the globe. An impressive set of international authors offer examples of productive critical literacy practices in and out of schools, address the tensions and gaps between these practices and educational policies, and attempt to forecast the future for critical literacy as a movement in the changing global educational policy landscape. This collection is unique in presenting the recent work of luminaries such as Allan Luke and Hilary Janks alongside relative newcomers who use innovative approaches and arguments to reinvigorate and redefine critical practice. It is time for this cutting-edge inquiry into the state of critical literacy—not only because is it a complex and ever-evolving field, but perhaps more important, because it offers a reaction to, and powerful reworking of, standardization and high-stakes accountability measures in educational contexts around the globe.
TABLE OF CONTENTS
section I|40 pages
Theoretical Frameworks and Arguments for Critical Literacy
chapter 4|12 pages
Unrest in Grosvenor Square *
section II|69 pages
Critiquing Critical Literacy in Practice
chapter 5|12 pages
Thinking Critically in the Land of Princesses and Giants
chapter 7|15 pages
Critical Literacy Across the Curriculum
chapter 8|15 pages
Looking and Listening for Critical Literacy *
chapter 9|13 pages
Communities as Counter-Storytelling (Con)texts *
section III|67 pages
Revisions of Critical Literacy