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:

Volume 9 Issue 2 2015 (October 2015)


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

Volume 9 Issue 1 2015 

Guest Editors: Gabriel Huddleston & Mark Helmsing 



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 2 (2015)

Table of Contents

Preface PDF
Vanessa Andreotti 1-2


Preservice teacher bricolage: Incorporating critical literacy, negotiating competing visions Abstract PDF
Laura May 3-16
Exploring the Role of Transitional Educational Spaces for Novice Critical Literacy Teachers Abstract PDF
Barbara A Pollard 17-32
Opening up the textbook: Exploring the impact of globalization on the construction of textbooks for the mother tongue subject in the Danish upper secondary school Abstract PDF
Jesper Tinggaard Svendsen 33-46
Education for sustainable inequality? A postcolonial analysis of materials for Development Education in Germany Abstract PDF
Daniel Bendix, Chandra-Milena Danielzik, Timo Kiesel 47-63
Racism in the teaching of ‘development’ in German secondary school textbooks Abstract PDF
Elina Marmer, Aram Ziai 64-84
Relationality and emotionality: Toward a reflexive ethic in critical teaching Abstract PDF
Sunny Man Chu Lau 85-102

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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.