The Handbook of Critical Literacies

The Handbook of Critical Literacies aims to answer the timely question: what are the social responsibilities of critical literacy academics, researchers, and teachers in today?s world? Critical literacies are classically understood as ways to interrogate texts and contexts to address injustices and they are an essential literacy practice. Organized into thematic and regional sections, this handbook provides substantive definitions of critical literacies across fields and geographies, surveys of critical literacy work in over 23 countries and regions, and overviews of research, practice, and conceptual connections to established and emerging theoretical frameworks. The chapters on global critical literacy practices include research on language acquisition, the teaching of literature and English language arts, Youth Participatory Action Research, environmental justice movements, and more.

This pivotal handbook enables new and established researchers to position their studies within highly relevant directions in the field and engage, organize, disrupt, and build as we work for more sustainable social and material relations. A groundbreaking text, this handbook is a definitive resource and an essential companion for students, researchers, and scholars in the field.

Preface to the Handbook

Introduction to Area 1: Critical literacies over time: Antecedents and current configurations

1. Introduction to the Handbook of Critical Literacies
2. Critical literacy: Global histories and antecedents
3. Literacies Under Neoliberalism: Enabling of Ethnonationalism and Transnationalism
4. The manifestation of critical literacy in English language teaching, bi/multilingualism, and translanguaging
5. Youth Civic Participation and Activism (Youth Participatory Action Research)
6. Teachers Enacting Critical Literacy: Critical Literacy Pedagogies in Teacher Education and K-12 Practice
7. Children’s and Youths’ Embodiments of Critical Literacy
8. Queer Critical Literacies
9. Critical Literacy and Writing Pedagogy
10. Critical media production

Introduction to Area 2: Across Space: A Global Survey of Critical Literacy Praxis

11. Critical Literacy Praxis in Aotearoa New Zealand
12. Critical Literacies in Australia
13. Critical Literacies Made In Brazil
14. Critical Literacies in Canada: Past, Current, and Future Directions
15. Critical Literacies in Colombia: Social Transformation and Disruption Ingrained in our Local Realities
16. Critical Literacy in India: A Case for Critical and Postcritical Education
17. Critical Literacies in Indonesia
18. Critical Literacies in Iran: A Tour D’horizon
19. Critical Literacy in Japan: Reclaiming Subjectivity in the Critical
20. Critical Literacies in México
21. Critical Literacy in Puerto Rico: Mapping Trajectories Of Decolonial Reaffirmations And Resistance
22. Critical Literacy in Russia
23. A Survey of Critical Literacy Education in Singapore: Challenges and potentialities
24. Critical Literacies in Post-Apartheid South Africa
25. Critical Literacies Work in the United Kingdom
26. Critical Literacy in the United States of America: Provocations for an Anti-Racist Education
27. Critical Literacy in the Caribbean Isles (English and Dutch-speaking)
28. Critical Literacy in Hong Kong and Mainland China
29. Critical Literacy in the Nordic Education Context: Insights from Finland and Norway
30. Critical Literacies Praxis in Norway and France
31. Critical Literacies in South Asia
32. Critical Literacy in Uganda and Congo: The Urgency of Decolonizing Curricula

Introduction to Area 3: Pushing the Boundaries: Critical Literacies in Motion

33. Critical literacy and contemporary literatures
34. Critical Arts-Literacies in Classrooms: Moving with Abduction, Imagination, and Emotion across Modalities
35. Critical literacy out of the comfort zone – Productive textual tantrums
36. Planetary literacies for the Anthropocene
37. Critical Literacy, Digital Platforms, and Datafication
38. Critical Literacy and Dis/ability Studies: Opportunities and Implications
39. Critical literacy and Abolition
40. Critical digital literacy
41. Critical literacy and additional language learning: An expansive view of translanguaging for change-enhancing possibilities
42. Indigenous youth digital language activism
43. Critical literacy and English language teaching
44. Proposing a politics of immediation for literacy studies, or what is possible for literacy studies beyond critical theory’s mediations?
45. The situational in critical literacy
46. Supporting critical literacies through Culturally Sustaining Pedagogy within youth-led spaces
47. Critical community literacies in teacher education
48. Disrupting xenophobia through cosmopolitan critical literacy in education
49. Border literacies: A critical literacy framework from Nepantla
50. Conclusion: Critical Literacy and the New World Ahead of Us

Jessica Zacher Pandya is Professor of Teacher Education and Liberal Studies at California State University, Long Beach, USA.

Raúl Alberto Mora is Associate Professor in the School of Education and Pedagogy and Chair of the Literacies in Second Languages Project research lab at Universidad Pontificia Bolivariana, Medellín, Colombia.

Jennifer HelenAlford is Associate Professor in the Faculty of Creative Industries, Education and Social Justice at Queensland University of Technology, Australia.

Noah Asher Golden is Assistant Professor of Secondary Education at California State University, Long Beach, USA.

Roberto Santiago de Roock is Assistant Professor of Learning Sciences & Technology at University of California, Santa Cruz, USA.