The Handbook of Critical Literacies aims to answer the timely question: what are the social responsibilities of critical literacy academics, researchers, and teachers in today’s world? Critical literacies are classically understood as ways to interrogate texts and contexts to address injustices and they are an essential literacy practice. Organized into thematic and regional sections, this handbook provides substantive definitions of critical literacies across fields and geographies, surveys of critical literacy work in over 23 countries and regions, and overviews of research, practice, and conceptual connections to established and emerging theoretical frameworks. The chapters on global critical literacy practices include research on language acquisition, the teaching of literature and English language arts, Youth Participatory Action Research, environmental justice movements, and more.
This pivotal handbook enables new and established researchers to position their studies within highly relevant directions in the field and engage, organize, disrupt, and build as we work for more sustainable social and material relations. A groundbreaking text, this handbook is a definitive resource and an essential companion for students, researchers, and scholars in the field.
Preface to the Handbook Introduction to Area 1: Critical literacies over time: Antecedents and current configurations Introduction to the Handbook of Critical Literacies Critical literacy: Global histories and antecedents Literacies Under Neoliberalism: Enabling of Ethnonationalism and Transnationalism The manifestation of critical literacy in English language teaching, bi/multilingualism, and translanguaging Youth Civic Participation and Activism (Youth Participatory Action Research) Teachers Enacting Critical Literacy: Critical Literacy Pedagogies in Teacher Education and K-12 Practice Children’s and Youths’ Embodiments of Critical Literacy Queer Critical Literacies Critical Literacy and Writing Pedagogy Critical media production Introduction to Area 2: Across Space: A Global Survey of Critical Literacy Praxis Critical Literacy Praxis in Aotearoa New Zealand Critical Literacies in Australia Critical Literacies Made In Brazil Critical Literacies in Canada: Past, Current, and Future Directions Critical Literacies in Colombia: Social Transformation and Disruption Ingrained in our Local Realities Critical Literacy in India: A Case for Critical and Postcritical Education Critical Literacies in Indonesia Critical Literacies in Iran: A Tour D’horizon Critical Literacy in Japan: Reclaiming Subjectivity in the Critical Critical Literacies in México Critical Literacy in Puerto Rico: Mapping Trajectories Of Decolonial Reaffirmations And Resistance Critical Literacy in Russia A Survey of Critical Literacy Education in Singapore: Challenges and potentialities Critical Literacies in Post-Apartheid South Africa Critical Literacies Work in the United Kingdom Critical Literacy in the United States of America: Provocations for an Anti-Racist Education Critical Literacy in the Caribbean Isles (English and Dutch-speaking) Critical Literacy in Hong Kong and Mainland China Critical Literacy in the Nordic Education Context: Insights from Finland and Norway Critical Literacies Praxis in Norway and France Critical Literacies in South Asia Critical Literacy in Uganda and Congo: The Urgency of Decolonizing Curricula Introduction to Area 3: Pushing the Boundaries: Critical Literacies in Motion Critical literacy and contemporary literatures Critical Arts-Literacies in Classrooms: Moving with Abduction, Imagination, and Emotion across Modalities Critical literacy out of the comfort zone – Productive textual tantrums Planetary literacies for the Anthropocene Critical Literacy, Digital Platforms, and Datafication Critical Literacy and Dis/ability Studies: Opportunities and Implications Critical literacy and Abolition Critical digital literacy Critical literacy and additional language learning: An expansive view of translanguaging for change-enhancing possibilities Indigenous youth digital language activism Critical literacy and English language teaching Proposing a politics of immediation for literacy studies, or what is possible for literacy studies beyond critical theory’s mediations? The situational in critical literacy Supporting critical literacies through Culturally Sustaining Pedagogy within youth-led spaces Critical community literacies in teacher education Disrupting xenophobia through cosmopolitan critical literacy in education Border literacies: A critical literacy framework from Nepantla Conclusion: Critical Literacy and the New World Ahead of Us
Jessica Zacher Pandya is Professor of Teacher Education and Liberal Studies at California State University, Long Beach, USA. Raúl Alberto Mora is Associate Professor in the School of Education and Pedagogy and Chair of the Literacies in Second Languages Project research lab at Universidad Pontificia Bolivariana, Medellín, Colombia. Jennifer Helen Alford is Associate Professor in the Faculty of Creative Industries, Education and Social Justice at Queensland University of Technology, Australia. Noah Asher Golden is Assistant Professor of Secondary Education at California State University, Long Beach, USA. Roberto Santiago de Roock is Assistant Professor of Learning Sciences & Technology at University of California, Santa Cruz, USA.
