Purpose: This paper aims to problematise the notion of social justice and the moral project that underpins critical literacy education. In plural societies, do we all have a shared understanding of what social justice is or how education, currently a dividing practice, might contribute to a better social order? Do we know what "better"…

In the extensive literature on teacher professional development, very little attention has been paid to the role of post-graduate study groups, or to the role of on-going professional conversations, in constituting and sustaining teachers' identities as innovative professionals. The purpose of this article is to suggest that on-going…

This paper explores how four English teachers position their English language learners for critical literacy within senior high school curriculum in Queensland, Australia. Such learners are often positioned, even by their teachers, within a broader "deficit discourse" that claims they are inherently lacking the requisite knowledge and…

In the light of international interest in teachers' literate identities and practices, this paper addresses the under-researched area of teachers' writing identities. It examines the multimodal interactive discursive practices at play in the writing classroom of a teacher in the UK who, in order to support the pupils, consciously positions herself…

There is a continuing need to investigate how contemporary students in schools are writing the word, and their world, beyond modernist parameters of the page. This article explores the online writing of a senior English world literature class, located in a Western Canadian city, as examined through a recent qualitative case study. Borrowing a 17th…