This volume brings together an international group of leading scholars in the area of literacy education. They discuss and apply a range of contemporary theoretical positions to the materials and practices of literacy in a number of social and ideological settings, including schooling, literary studies, cross-cultural education, and popular culture and media. The volume is argumentative and critical in its structure, with major contributions followed by critical responses. In this way, rather than offering one method or solution, the authors advance a range of questions, procedures, analyses, and projects that should be of significant interest to literacy teachers, students, and researchers.
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This volume brings together an international group of leading scholars in the area of literacy education. They discuss and apply a range of contemporary theoretical positions to the materials and practices of literacy in a number of social and ideological settings, including schooling, literary studies, cross-cultural education, and popular culture and media. The volume is argumentative and critical in its structure, with major contributions followed by critical responses. In this way, rather than offering one method or solution, the authors advance a range of questions, procedures, analyses, and projects that should be of significant interest to literacy teachers, students, and researchers.
How is literacy implicated in the demands of schooling, work, identity and citizenship in contemporary societies? The contributors ask how teachers, teacher educators and researchers can help to develop the way in which literacy is a constructive force for social justice.
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