ABSTRACT
This chapter overviews themes and models of literacy over the past century or so, in order to understand the emergence of critical literacy as a distinct area of focus in research and practice. A key tenet in Janks' theory of teaching literacy is helping students understand the relationship between language and power, specifically how certain acts of communication have greater or less power in different sites. Janks theorises the interdependence of four key components of critical literacy: domination, access, diversity and design. Critical pedagogical theory foregrounds the ways in which power structures are constructed and reinforced by structures and practices in schools. The chapter explores accounts of critical literacy practices with children and young people who are engaged in critiques of social and language practices and, in many cases, have acted to transform inequalities and injustices. It considers the literature which explores sites of resistance; that is, where and when critical literacy approaches are not readily or accepted or practised.
