Table of Contents
| Editors' preface |
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|
Vanessa Andreotti, Lynn Mario T. M. de Souza |
3-4 |
Articles
| Nga haerenga - the bumpy road to research insight |
Abstract
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|
Melinda Webber |
5 - 11 |
| Learning to ‘un-divide’ the world: The legacy of colonialism and education in the 21st century |
Abstract
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|
Nora McQuaid |
12 - 25 |
| Implicated and called upon: Challenging an educated position of self, others, knowledge and knowing as things to acquire. |
Abstract
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|
Kent den Heyer |
26 - 35 |
| “Just because there’s no spreadsheet doesn’t mean it isn’t research”: Building a sustainable learning community at Tiki High |
Abstract
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|
Janinka Greenwood |
36 - 47 |
| The problem of method: A philosophical analysis of the Standardized Test of Literacy |
Abstract
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David Ian Hanauer |
48 - 58 |
| The Stephen Lewis Foundation’s Grandmothers-to-Grandmothers Campaign: A model for critical global citizenship learning? |
Abstract
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Karen Pashby |
59 - 70 |
| When truth is at stake: The case of contemporary legends |
Abstract
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Carlos Renato Lopes |
71 - 81 |
Practitioner Insights
| Change? But I’ve spent 15 years perfecting my teaching practice. I know much of what there is to know. |
Abstract
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|
Margaret Giroux |
82 - 85 |
Position Papers
| Gaza 2009: notes on critically reading conflict |
Abstract
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|
Lynn Mario T. M. de Souza |
86 - 89 |
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.
