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

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

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Vol 9, No 2 (2015)

Table of Contents

Preface PDF 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

work

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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.