The Handbook of Critical Literacies

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 Helen Alford 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.

Preface to the Handbook

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






Introduction to the Handbook of Critical Literacies



Critical literacy: Global histories and antecedents



Literacies Under Neoliberalism: Enabling of Ethnonationalism and Transnationalism



The manifestation of critical literacy in English language teaching, bi/multilingualism, and translanguaging



Youth Civic Participation and Activism (Youth Participatory Action Research)



Teachers Enacting Critical Literacy: Critical Literacy Pedagogies in Teacher Education and K-12 Practice



Children’s and Youths’ Embodiments of Critical Literacy



Queer Critical Literacies



Critical Literacy and Writing Pedagogy



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




Critical Literacy Praxis in Aotearoa New Zealand



Critical Literacies in Australia



Critical Literacies Made In Brazil



Critical Literacies in Canada: Past, Current, and Future Directions



Critical Literacies in Colombia: Social Transformation and Disruption Ingrained in our Local Realities



Critical Literacy in India: A Case for Critical and Postcritical Education



Critical Literacies in Indonesia



Critical Literacies in Iran: A Tour D’horizon



Critical Literacy in Japan: Reclaiming Subjectivity in the Critical



Critical Literacies in México



Critical Literacy in Puerto Rico: Mapping Trajectories Of Decolonial Reaffirmations And Resistance



Critical Literacy in Russia



A Survey of Critical Literacy Education in Singapore: Challenges and potentialities



Critical Literacies in Post-Apartheid South Africa



Critical Literacies Work in the United Kingdom



Critical Literacy in the United States of America: Provocations for an Anti-Racist Education



Critical Literacy in the Caribbean Isles (English and Dutch-speaking)



Critical Literacy in Hong Kong and Mainland China



Critical Literacy in the Nordic Education Context: Insights from Finland and Norway



Critical Literacies Praxis in Norway and France



Critical Literacies in South Asia



Critical Literacy in Uganda and Congo: The Urgency of Decolonizing Curricula
Introduction to Area 3: Pushing the Boundaries: Critical Literacies in Motion




Critical literacy and contemporary literatures



Critical Arts-Literacies in Classrooms: Moving with Abduction, Imagination, and Emotion across Modalities



Critical literacy out of the comfort zone – Productive textual tantrums



Planetary literacies for the Anthropocene



Critical Literacy, Digital Platforms, and Datafication



Critical Literacy and Dis/ability Studies: Opportunities and Implications



Critical literacy and Abolition



Critical digital literacy



Critical literacy and additional language learning: An expansive view of translanguaging for change-enhancing possibilities



Indigenous youth digital language activism



Critical literacy and English language teaching



Proposing a politics of immediation for literacy studies, or what is possible for literacy studies beyond critical theory’s mediations?



The situational in critical literacy



Supporting critical literacies through Culturally Sustaining Pedagogy within youth-led spaces



Critical community literacies in teacher education



Disrupting xenophobia through cosmopolitan critical literacy in education



Border literacies: A critical literacy framework from Nepantla



Conclusion: Critical Literacy and the New World Ahead of Us