Critical Literacy: Theories and Practices

The journal ‘Critical Literacy: Theories and Practices’ publishes articles related to theoretical discussions and practices of critical literacy based on a wide range of perspectives and disciplines. We propose a definition of critical literacy as an educational practice that emphasizes the connections between language, knowledge, power and subjectivities.

Current Issue:

Special Issue: Spivak and Education

Volume 9 Issue 1 2015 (March 2015) 

Guest Editors: Gabriel Huddleston & Mark Helmsing 


Past Issues:

Volume 1 Issue 1 2007

Volume 1 Issue 2 2007

Volume 2 Issue 1 2008

Volume 3 Issue 1 2009 

Volume 3 Issue 2 2009 
Guest Editor: Dr Susan Sandretto, University of Otago, Aotearoa/New Zealand

Volume 4 Issue 1 2010

Volume 4 Issue 2 2010  
Guest Editors: Dr Walkyria Monte Mor (Universidade de Sao Paulo) and Dr Clarissa Jordao (Universidade Federal do Parana), Brazil.

Volume 5 Issue 1 2011

Volume 5 Issue 2 2011 

Volume 6 Issue 1 2012

Volume 6 Issue 2 2012 
Guest Editors: Janinka Greenwood and John Everatt, University of Canterbury, Aotearoa/NZ.

Volume 7 Issue 1 2013 

Volume 7 Issue 2 2013 

Volume 8 Issue 2 2014 
Guest Editor: Tim Stanley, University of Ottawa



 Vanessa Andreotti, University of Oulu and Lynn Mario T. M. de Souza, University of São Paulo.


Editorial Board:

David Jefferess, University of British Columbia
Fatima Pirbhai-Illich, University of Regina
Paul Tarc, Western University
Anne Hickling-Hudson, Queensland University of Technology
Crain Soudien, University of Cape Town
Tania Ramalho, SUNY Oswego
Momodou Sallah, DeMontfort University
Judy Bruce, University of Cantgerbury
Kristiina Brunilla, University of Helsinki
Diana Brydon, University of Manitoba
Lynette Shultz, University of Alberta
Lisa K Taylor, Canada
Michael O'Sullivan, Brock University, Canada
Fran Martin, University of Exeter
Su-ming Khoo, National University of Ireland Galway
Susan Sandretto, University of Otago, New Zealand
Alistair Pennycook, University of Technology Sydney
Andrew Robinson, University of Nottingham
Bonny Norton, University of British Columbia, Canada
Clarissa Jordão, Federal University of Paraná
Doug Bourn, Institute of Education, University of London
Ingrid Maria Hoofd, National University of Singapore
Simon Tormey, University of Nottingham


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Vol 9, No 1 (2015)

Table of Contents

Introduction: An Imperfect Struggle with Gayatri Spivak PDF PDF
Gabriel Huddleston, Mark Helmsing 1-3


Double Binds, Ab-uses, and a Hopeless Hope: Epistemological Possibilities and Sensual Questions for Spivak’s Introductory Framing of An Aesthetic Education in the Era of Globalization Abstract PDF
Walter Gershon 4-16
An Awkward Stance: On Gayatri Spivak and Double Binds Abstract PDF
Gabriel Huddleston 17-28
Complicity, Ethics and Education: Political and Existential Readings of Spivak’s Work Abstract PDF
Sharon Stein, Vanessa Andreotti 29-43
Audacious Translation: On Being Haunted and Getting Lost on the Way to Translating Spivak. A Reflection on Spivak’s “Translating into English” Abstract PDF
Susan R. Adams 44-48
Class Time: Spivak’s “Teacherly Turn” Abstract PDF
Nathan Snaza 49-61
Literalizing the Metaphor of “Crisis”: Spivak’s “Terror” Abstract PDF
Jennifer Job 62-71
Notes on Spivak: What’s Left of Theory? Abstract PDF
Robert Helfenbein 72-78

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This work is licensed under a Creative Commons Attribution 3.0 License.

Critical Literacy: Theories and Practices is a non-commercial initiative committed to the ethical dissemination of academic research and educational thinking. CLTP acknowledges the thoughtful dedication of authors, editors and reviewers to develop and promote this open journal initiative. The journal receives copy-editing sponsorship from the Faculty of Education at the University of Oulu, Finland. CLTP has previously received  copy editing support from the Centre for the Study of Social and Global Justice at the University of Nottingham, UK.