Current Issue:
Volume 9 Issue 2 2015 (October 2015)
Past Issues:
Guest Editor: Dr Susan Sandretto, University of Otago, Aotearoa/New Zealand
Guest Editors: Dr Walkyria Monte Mor (Universidade de Sao Paulo) and Dr Clarissa Jordao (Universidade Federal do Parana), Brazil.
Guest Editors: Janinka Greenwood and John Everatt, University of Canterbury, Aotearoa/NZ.
Guest Editor: Tim Stanley, University of Ottawa
Guest Editors: Gabriel Huddleston & Mark Helmsing
Editors:
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
Vol 9, No 2 (2015)
Table of Contents
| Preface | |
| Vanessa Andreotti | 1-2 |
Articles
| 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 |
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.