This article is a response to Allan Luke's [(2018). "Critical literacy, schooling, and social justice: The selected works of Allan Luke". New York, NY: Routledge] provocation to "join an international, intercultural and peer-conversation" about the imaginings and possibilities of "an education for critical literacies"…

In this article, the author discusses that there is an abundance of quality LGBT (lesbian, gay, bisexual and transgender) literature for young adults, filled with complexly rendered and experiences that mirror the often difficult and often exciting lives that young LGBT people live today. English language arts teachers work in a genuinely new and…

Dehumanizing tendencies within the present neo-liberal era provide the backdrop against which the authors have developed an 11-year partnership in the Global South. The economic context encourages competition over community and, while portending to bring people closer together through technological advances, it only facilitates the flow of…

The "elephant in the room" when we talk about preparing critical thinkers for the 21st century, Gallagher believes, is U.S. students' lack of reading proficiency and their general disinclination to read. Gallagher's provocative argument is that a significant factor behind the decline of reading in young people is a set of practices…

Research on incarceration and educational access continues to reveal the stark reality for many adjudicated youth: without access to educational opportunities recidivism is probable. Yet conventional methods of teaching critical reading, writing, and thinking skills are not always successful for juveniles who have found little success (or hope) in…

Critical literacy has been a particular focus in literacy education in the past two decades. Literacy models such as the "four resources" model provide a significant framework for a critical understanding of texts and the social and cultural practices that inform them. In this paper, I draw on the "four resources" model to argue that the success…

Explicit directions about what to seek in a text will help students to tackle difficult assignments. Teachers will have to clarify the meaning behind the mission while helping students master challenging texts and will also have to improve comprehension by explicitly identifying what information students need to absorb from a text.

Anne Burke and Shelley Stagg Peterson argue that "picture books offer a medium for teaching visual and critical literacy across the curriculum." To support this idea, they describe a multidisciplinary unit on World War II that pushes high school students to utilize visual and print literacies to analyze, comprehend, and relate to public events and…

Encourages the study of critical and textual variations in order to raise students' awareness of how cultural and literary assumptions influence their reading and to show students how their understanding of a work can be altered by subtle variations. (DD)

Using Barbara Kingsolver's novel "Animal Dreams" and critical readings, the paper explores relationships between community, sense of place, and construction of meanings, noting the importance of autobiography in connecting with community and place in constructing landscapes and personal meaning and advocating for education that does not…

Discusses texts that provide current thinking about and by women actors regarding the intersections of feminism and theatre. Focuses on the works' discussions of the Stanislavsky system and the Method as technique for actors and on the sense of these techniques' impact on feminist performance practice. Concludes that only by examining the dynamics…

Explores some possibilities for enlarging and enhancing conceptions and practices of critical literacy via reflective appropriation of electronic technologies, advancing a generic account of critical literacy, investigating how modernist enclosures of the text may be thrown into question in cyberspace, and considering implications for critical…

Explores two questions raised by the tendency to treat works in translation as though they were written originally in English: (1) the political and cultural costs of this approach, such as what knowledges or practices it makes possible or eliminates; and (2) what pedagogy can be developed to address the issue of translation. (TB)

Examines the promise of teaching literature by attending to the process of reading, not the products of literary interpretation, analysis, and explication. (RL)

The teachers are urged by Beech and Thelin to help students expose ideology in their texts and the texts of others. The idea of teaching critical practice is highlighted by Harris who thinks that one can learn to expose ideology by reading cultural texts closely and critically.