Critical literacy: theory, pedagogy, and the historical imperative

Abstract

[Extract] Critical literacy has become a focus of attention in English and literature education in the United Kingdom, South Africa, Canada, the United States, Australia and New Zealand during the past decade. Working in high school and university classrooms from the mid-1970s to the late 1990s gave us the opportunity to combine empirical research with explorations of theoretical issues related to literature education during a period encompassing often far-reaching curricula changes. Our work addressed the interface between theory and practice through a combination of library-based research, classroom observation, and curriculum development.