ABSTRACT
The following chapter examines critical literacies praxis in Norway and France in three different subject disciplines, drawing on the first phase (2017–2019) of an ongoing Erasmus+ funded transnational development project, Critical Literacies and Awareness in Education (CLAE). Following a brief overview of the socio-political and educational contexts, the chapter surveys critical literacy work in the respective countries, presents comparative and collaborative perspectives from the CLAE project, underlines the importance of dialogic practices for developing critical literacies, and concludes by pointing to the benefits of establishing transnational critical literacy communities of inquiry and practice.
