Vol 3, No 1 (2009)

Table of Contents

Editors' preface PDF
Vanessa Andreotti, Lynn Mario T. M. de Souza 3-4


Nga haerenga - the bumpy road to research insight Abstract PDF
Melinda Webber 5 - 11
Learning to ‘un-divide’ the world: The legacy of colonialism and education in the 21st century Abstract PDF
Nora McQuaid 12 - 25
Implicated and called upon: Challenging an educated position of self, others, knowledge and knowing as things to acquire. Abstract PDF
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 PDF
Janinka Greenwood 36 - 47
The problem of method: A philosophical analysis of the Standardized Test of Literacy Abstract PDF
David Ian Hanauer 48 - 58
The Stephen Lewis Foundation’s Grandmothers-to-Grandmothers Campaign: A model for critical global citizenship learning? Abstract PDF
Karen Pashby 59 - 70
When truth is at stake: The case of contemporary legends Abstract PDF
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 PDF
Margaret Giroux 82 - 85

Position Papers

Gaza 2009: notes on critically reading conflict Abstract PDF
Lynn Mario T. M. de Souza 86 - 89

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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.