ABSTRACT
After the demise of the Soviet Union, Russia went through a chain of reforms in education. Critical literacy remains marginal for an average educator in Russia. However, there are institutions as well as researchers who aim to elaborate critical literacy as a pedagogical approach and introduce practices of CL into teaching. However, as the chapter shows, research in this field has been scarce in quantity and quality to this moment and the impact of critical literacy on educational practices is insignificant. The strict state control of educational contents and forms of delivery prevents the infiltration of critical literacy ideas to educational institutions, especially at the school level. At universities, the term “critical” is being used for utilitarian purposes mostly. There are scholars whose work intends to contribute to the growth of CL practices and develop research in this area in close collaboration with international peers. Still in its infancy, an understanding of the need for a CL aimed at encouraging and promoting in the present and future generations of teachers and students an ethical and moral stance of resistance against the socioeconomic abyss in the country is unquestionable.
