The current paper presents data from a social literacy programme implemented in the prison school in Cyprus for 18 months. The programme was theoretically informed by critical literacy, genre pedagogy, multimodality and non-formal education and it aimed to opt away from skill-based, autonomous and corrective models of literacy education that are…

Despite ongoing and prolific critical scholarship arguing for the widening of the secondary language arts curriculum, many practicing teachers are required or encouraged to teach a curriculum dominated by canonical texts. This is often the case at schools with highly diverse students whose varied cultural and linguistic backgrounds have…