NEGOTIATING CRITICAL LITERACY IN JUNIOR HIGH: A TEACHER’S EXPLORATION USING FAIRY TALES
Main Article Content
Abstract
Critical literacy is context dependent in nature; its practice is negotiated by teachers with their local contexts (Alford & Jetnikoff, 2016; Comber & Simpson, 2001). While this context dependency has been widely acknowledged, not much research has explored how teachers negotiate their local contexts to integrate critical literacy in their English classroom. Using the Framework for critical literacy negotiations in EFL classrooms (Novianti, 2023), action research involving a junior high school teacher was conducted. As part of the teacher’s professional learning program, the teacher negotiated the practice of critical literacy in her classroom. The results show that integrating critical literacy into the English classroom is a complex process requiring the teacher to negotiate multiple factors in their teaching practice as well as their knowledge and beliefs regarding literacy. The teacher’s main concern was negotiating a space for critical literacy in the existing curriculum, making sure the topic raised was relevant to students’ lived experiences, and considering local artifacts and happenings that could be raised in the instruction. Negotiation also occurs when the teacher integrated the principles of critical literacy pedagogy into her classroom teaching and learning, which comprise text analysis and critique, bridging the word and the world, and taking social action. The findings highlight the nature of critical literacy practice that is dependent upon teacher’s local contexts.
Article Details
Issue
Section
Articles
Creative Commons Attribution-Non Commercial-Share Alike (CC BY-NC-SA)
References
Abednia, A., & Crookes, G. V. (2019). Critical literacy as a pedagogical goal in English language teaching. In X. Gao (Ed.), Second handbook of English language teaching (pp. 255-275). Springer Cham. https://doi.org/https://doi.org/10.1007/978-3-319-58542-0
Ananda, A. T. (2022). EFL students’ readiness on the implementation of English course in elementary school: A study at Elementary School 119 Jambi City. Langue (Journal of Language and Education), 1(1), 122-130. https://doi.org/https://doi.org/10.22437/langue.v1i1.22662
Ashliman, D. L. (2004). Folk and fairy tales: A handbook. Greenwood Press.
Bishop, E. (2023). Critical literacy: Bringing theory to praxis. In K. H. Antonia Darder, Kevin D. Lam, Marta Baltodano (Ed.), The critical pedagogy reader (Fourth ed., pp. 385-396). Routledge. https://doi.org/https://doi.org/10.4324/9781003286080-29
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brownell, C. J. (2020). Inventing expert in English language arts: A case study of critical literacies in a third grade classroom [Article]. Journal of Early Childhood Literacy, 1. https://doi.org/10.1177/1468798420968267
Cherland, M. R., & Harper, H. (2023). Advocacy research in literacy education: Seeking higher ground. Routledge. https://doi.org/https://doi.org/10.4324/9781003417941
Cho, H., & Johnson, P. (2021). “We have to focus on improving our and our next generation’s rights!” Exploring critical literacy in a third space for Korean female high school students. Critical Inquiry in Language Studies, 18(2), 174-202. https://doi.org/https://doi.org/10.1080/15427587.2020.1805612
Comber, B. (2001). Critical literacy: Power and pleasure with language in the early years. Australian Journal of Language and Literacy, 24(3), 168-181. https://search.informit.com.au/documentSummary;dn=205095670653883;res=IELAPA
Comber, B., & Simpson, A. (Eds.). (2001). Negotiating critical literacies in classrooms. Lawrence Erlbaum Associates Inc.
Duboc, A. P., & Ferraz, D. D. M. (2020). What’s behind a literacy war? A discursive and political analysis of the neoconservative Brazilian literacy policy. Journal of Multicultural Discourses, 15(4), 436-457. https://doi.org/https://doi.org/10.1080/17447143.2020.1800714
Floyd, J. (2022). A critical pedagogy approach for teaching adult English language learners. New Directions for Adult and Continuing Education, 2022(175-176), 9-18. https://doi.org/https://doi.org/10.1002/ace.20464
Foley, Y. (2017). Critical literacy. In B. V. Street & S. May (Eds.), Literacies and language education: Encyclopedia of language and education (pp. 1-12). London, UK: Springer International Publishing.
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL, 5(3), 7-16.
Freire, P. (1970/1993/2005). Pedagogy of the oppressed (M. B. Ramos, Trans.). Continuum.
Gustine, G. G., & Insani, H. N. (2019). English students’ experience of reframing narrative stories from a critical literacy perspective [Article]. Indonesian Journal of Applied Linguistics, 8(3), 691-696. https://doi.org/10.17509/ijal.v8i3.15254
Hidayat, R. A. U. (2020). An inquiry study on teachers’ beliefs and knowledge of critical literacy pedagogy in Indonesia context. Twelfth Conference on Applied Linguistics (CONAPLIN),
Hidayat, R. A. U., Gustine, G. G., & Setyarini, S. (2020). Critical literacy strategy and challenges: Voice from a high school EFL teacher. 20(3), 315-324.
Hsieh, B., & Cridland-Hughes, S. (2021). Teachers enacting critical literacy: Critical literacy pedagogies in teacher education and K–12 practice. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. d. Roock (Eds.), The handbook of critical literacies (pp. 61-70). Routledge. https://doi.org/https://doi.org/10.4324/9781003023425-7
Janks, H. (2000). Domination, access, diversity and design: A synthesis for critical literacy education. Educational Review, 52(2), 175-186. https://doi.org/Doi 10.1080/713664035
Janks, H. (2012). The importance of critical literacy. ENGLISH TEACHING-PRACTICE AND CRITIQUE, 11(1), 150-163.://WOS:000308446400010
Janks, H. (2013). Critical literacy in teaching and research. Education Inquiry, 4(2), 225–242.
Janks, H. (2018). Texts, identities, and ethics: Critical literacy in a post-truth world. Journal of Adolescent & Adult Literacy, 62(1), 95-99. https://doi.org/10.1002/jaal.761
Johnson, E., & Keane, K. (2023). Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers. Teaching and Teacher Education, 125, 104037. https://doi.org/https://doi.org/10.1016/j.tate.2023.104037
Jones, S. (2006). Girls, social class and literacy: What teachers can do to make a difference. Heinemann.
Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In The Sage handbook of qualitative research (Vol. Third Edition). SAGE Publications Ltd.
Kim, S. J., & Hachey, A. C. (2021). Engaging preschoolers with critical literacy through counter-storytelling: A qualitative case study. Early Childhood Education Journal, 49, 633-646. https://doi.org/https://doi.org/10.1007/s10643-020-01089-7
Kunnath, J. P., & Jackson, A. (2019). Developing student critical consciousness: Twitter as a tool to apply critical literacy in the English classroom [Article]. Journal of Media Literacy Education, 11(1), 52-74. https://doi.org/10.23860/jmle-2019-11-1-3
Lam, K. Y. (2022). Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations. Language, Culture and Curriculum, 35(2), 217-233. https://doi.org/https://doi.org/10.1080/07908318.2021.1979577
Leander, K. M., & Burriss, S. K. (2020). Critical literacy for a posthuman world: When people read, and become, with machines. British Journal of Educational Technology, 51(4), 1262-1276. https://doi.org/https://doi.org/10.1111/bjet.12924
Lewison, M., Flint, A. S., & van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382–392.
Luke, A. (1995). When literacy might (not) make a difference: Textual practice and capital American Educational Research Association Annual Meeting of the American Educational Research Association, San Francisco, CA. https://login.ezproxy.utas.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED384001&site=eds-live
Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice, 51(1), 4-11. https://doi.org/10.1080/00405841.2012.636324
Lüthi, M. (1970). Once upon a time: On the nature of fairy tales (L. Chadeayne & P. Gottwald, Trans.). Frederick Ungar Publishing Co.
MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13(2), 34-50.
McLaughlin, M., & DeVoogd, G. (2020). Critical expressionism: Expanding reader response in critical literacy [Article]. Reading Teacher, 73(5), 587-595. https://doi.org/10.1002/trtr.1878
Mora, P. A. F., & Coyle, Y. (2023). Storytelling in EFL primary education: Defining a sociocritical and participatory model with pre-service teachers. Thinking Skills and Creativity, 49, 101360. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101360
Murillo Egurrola, J. D., & Flórez García, I. D. (2023). Exploring the effects of implementing Hilary Janks’ critical literacy model in a university EFL classroom. 29-63, 51(1). https://doi.org/https://doi.org/10.25100/lenguaje.v51i1.12092
Nam, J. (2020). Disrupting the commonplace: Critical literacy practices in the ESL reading classroom. The International Journal of Critical Pedagogy, 11(1), 131-154. https://doi.org/https://libjournal.uncg.edu/ijcp/article/view/1502/1458
Novianti, N. (2021). Introducing critical literacy to pre-service English teachers through fairy tales. Journal of Literary Education(4), 196-215. https://doi.org/10.7203/JLE.4.21026
Novianti, N. (2023). Negotiating the complexity of critical literacy in an Indonesian EFL Teacher Education Program University of Tasmania]. https://figshare.utas.edu.au/articles/thesis/Negotiating_the_complexity_of_critical_literacy_in_an_Indonesian_EFL_Teacher_Education_Program/26046820
Novianti, N., Thomas, A., & Vinh, T. (2020). Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework [Article]. Indonesian Journal of Applied Linguistics, 10(1), 206-217. https://doi.org/10.17509/ijal.v10i1.25049
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1-13.
Olifant, T., & Boakye, N. (2022). An interdependent literacy model to assist with ritical reading comprehension in the English First Additional Language classroom. Education as Change, 26(1), 1-26. https://doi.org/https://doi.org/10.25159/1947-9417/10979
Quadri, S. (2024). The conceptualization of critical literacy and its historical development. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 15(1), 122-130. https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/78655
Ranschaert, R. (2023). When shutting the door won’t do: Teaching with the specter of community backlash and the implications for teacher education. Journal of Teacher Education, 74(4), 371-382. https://doi.org/https://doi.org/10.1177/00224871231180831
Rohmah, Z., Hamamah, H., & Junining, E. (2024). “I know this is good, but I am confused”: English teachers’ self-efficacy in implementing the Emancipated Curriculum. Studies in English Language and Education, 11(2), 820-837. https://doi.org/https://doi.org/10.24815/siele.v11i2.34804
Sánchez, D. C., & Chapetón, C. M. (2021). Critical literacy in teacher education: Analyzing insights from EFL preservice teachers in a Colombian public university. International Journal of Language Studies, 15(4), 1-28.
Setyaningsih, E. (2019). Bringing critical literacy into tertiary EFL reading class. Indonesian Journal of Applied Linguistics, 9(2), 297-307. https://doi.org/https://doi.org/10.17509/ijal.v9i2.20220
Sotirovska, V., & Vaughn, M. (2023). Examining pre-service teachers' critical beliefs: Validation of the Critical Literacy Beliefs Survey (CLBS). Teaching Education, 34(2), 170-193. https://doi.org/https://doi.org/10.1080/10476210.2022.2049742
Trigos-Carrillo, L., Rogers, R., & Jorge, M. (2021). Critical literacy: Global histories and antecedents. . In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. d. Roock (Eds.), The handbook of critical literacies (pp. 10-23). Routledge.
UNECE. (2018). The three little pigs and climate change. https://www.youtube.com/watch?v=66jVm1f5KJI
Vasquez, V. M., Janks, H., & Comber, B. (2019). Critical literacy as a way of being and doing. Language Arts, 96(5), 300-311.
Wahyuningsih, E. (2022). TEYL in Indonesian elementary schools: Why, who, what, and how. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7(2), 178-185. https://doi.org/10.24235/eltecho.v7i2.11789
Weng, T.-h. (2021). Creating critical literacy praxis: Bridging the gap between theory and practice. RELC Journal, 00(0), 1-11. https://doi.org/10.1177/0033688220982665
Wessel-Powell, C., & Bentley, H. (2022). Newcomers, novices, censors, and seasoned advocates navigate risky texts with critical literacy. The New Educator, 18(1-2), 61-86. https://doi.org/https://doi.org/10.1080/1547688X.2021.2008567
Ananda, A. T. (2022). EFL students’ readiness on the implementation of English course in elementary school: A study at Elementary School 119 Jambi City. Langue (Journal of Language and Education), 1(1), 122-130. https://doi.org/https://doi.org/10.22437/langue.v1i1.22662
Ashliman, D. L. (2004). Folk and fairy tales: A handbook. Greenwood Press.
Bishop, E. (2023). Critical literacy: Bringing theory to praxis. In K. H. Antonia Darder, Kevin D. Lam, Marta Baltodano (Ed.), The critical pedagogy reader (Fourth ed., pp. 385-396). Routledge. https://doi.org/https://doi.org/10.4324/9781003286080-29
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brownell, C. J. (2020). Inventing expert in English language arts: A case study of critical literacies in a third grade classroom [Article]. Journal of Early Childhood Literacy, 1. https://doi.org/10.1177/1468798420968267
Cherland, M. R., & Harper, H. (2023). Advocacy research in literacy education: Seeking higher ground. Routledge. https://doi.org/https://doi.org/10.4324/9781003417941
Cho, H., & Johnson, P. (2021). “We have to focus on improving our and our next generation’s rights!” Exploring critical literacy in a third space for Korean female high school students. Critical Inquiry in Language Studies, 18(2), 174-202. https://doi.org/https://doi.org/10.1080/15427587.2020.1805612
Comber, B. (2001). Critical literacy: Power and pleasure with language in the early years. Australian Journal of Language and Literacy, 24(3), 168-181. https://search.informit.com.au/documentSummary;dn=205095670653883;res=IELAPA
Comber, B., & Simpson, A. (Eds.). (2001). Negotiating critical literacies in classrooms. Lawrence Erlbaum Associates Inc.
Duboc, A. P., & Ferraz, D. D. M. (2020). What’s behind a literacy war? A discursive and political analysis of the neoconservative Brazilian literacy policy. Journal of Multicultural Discourses, 15(4), 436-457. https://doi.org/https://doi.org/10.1080/17447143.2020.1800714
Floyd, J. (2022). A critical pedagogy approach for teaching adult English language learners. New Directions for Adult and Continuing Education, 2022(175-176), 9-18. https://doi.org/https://doi.org/10.1002/ace.20464
Foley, Y. (2017). Critical literacy. In B. V. Street & S. May (Eds.), Literacies and language education: Encyclopedia of language and education (pp. 1-12). London, UK: Springer International Publishing.
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL, 5(3), 7-16.
Freire, P. (1970/1993/2005). Pedagogy of the oppressed (M. B. Ramos, Trans.). Continuum.
Gustine, G. G., & Insani, H. N. (2019). English students’ experience of reframing narrative stories from a critical literacy perspective [Article]. Indonesian Journal of Applied Linguistics, 8(3), 691-696. https://doi.org/10.17509/ijal.v8i3.15254
Hidayat, R. A. U. (2020). An inquiry study on teachers’ beliefs and knowledge of critical literacy pedagogy in Indonesia context. Twelfth Conference on Applied Linguistics (CONAPLIN),
Hidayat, R. A. U., Gustine, G. G., & Setyarini, S. (2020). Critical literacy strategy and challenges: Voice from a high school EFL teacher. 20(3), 315-324.
Hsieh, B., & Cridland-Hughes, S. (2021). Teachers enacting critical literacy: Critical literacy pedagogies in teacher education and K–12 practice. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. d. Roock (Eds.), The handbook of critical literacies (pp. 61-70). Routledge. https://doi.org/https://doi.org/10.4324/9781003023425-7
Janks, H. (2000). Domination, access, diversity and design: A synthesis for critical literacy education. Educational Review, 52(2), 175-186. https://doi.org/Doi 10.1080/713664035
Janks, H. (2012). The importance of critical literacy. ENGLISH TEACHING-PRACTICE AND CRITIQUE, 11(1), 150-163.
Janks, H. (2013). Critical literacy in teaching and research. Education Inquiry, 4(2), 225–242.
Janks, H. (2018). Texts, identities, and ethics: Critical literacy in a post-truth world. Journal of Adolescent & Adult Literacy, 62(1), 95-99. https://doi.org/10.1002/jaal.761
Johnson, E., & Keane, K. (2023). Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers. Teaching and Teacher Education, 125, 104037. https://doi.org/https://doi.org/10.1016/j.tate.2023.104037
Jones, S. (2006). Girls, social class and literacy: What teachers can do to make a difference. Heinemann.
Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In The Sage handbook of qualitative research (Vol. Third Edition). SAGE Publications Ltd.
Kim, S. J., & Hachey, A. C. (2021). Engaging preschoolers with critical literacy through counter-storytelling: A qualitative case study. Early Childhood Education Journal, 49, 633-646. https://doi.org/https://doi.org/10.1007/s10643-020-01089-7
Kunnath, J. P., & Jackson, A. (2019). Developing student critical consciousness: Twitter as a tool to apply critical literacy in the English classroom [Article]. Journal of Media Literacy Education, 11(1), 52-74. https://doi.org/10.23860/jmle-2019-11-1-3
Lam, K. Y. (2022). Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations. Language, Culture and Curriculum, 35(2), 217-233. https://doi.org/https://doi.org/10.1080/07908318.2021.1979577
Leander, K. M., & Burriss, S. K. (2020). Critical literacy for a posthuman world: When people read, and become, with machines. British Journal of Educational Technology, 51(4), 1262-1276. https://doi.org/https://doi.org/10.1111/bjet.12924
Lewison, M., Flint, A. S., & van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382–392.
Luke, A. (1995). When literacy might (not) make a difference: Textual practice and capital American Educational Research Association Annual Meeting of the American Educational Research Association, San Francisco, CA. https://login.ezproxy.utas.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED384001&site=eds-live
Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice, 51(1), 4-11. https://doi.org/10.1080/00405841.2012.636324
Lüthi, M. (1970). Once upon a time: On the nature of fairy tales (L. Chadeayne & P. Gottwald, Trans.). Frederick Ungar Publishing Co.
MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13(2), 34-50.
McLaughlin, M., & DeVoogd, G. (2020). Critical expressionism: Expanding reader response in critical literacy [Article]. Reading Teacher, 73(5), 587-595. https://doi.org/10.1002/trtr.1878
Mora, P. A. F., & Coyle, Y. (2023). Storytelling in EFL primary education: Defining a sociocritical and participatory model with pre-service teachers. Thinking Skills and Creativity, 49, 101360. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101360
Murillo Egurrola, J. D., & Flórez García, I. D. (2023). Exploring the effects of implementing Hilary Janks’ critical literacy model in a university EFL classroom. 29-63, 51(1). https://doi.org/https://doi.org/10.25100/lenguaje.v51i1.12092
Nam, J. (2020). Disrupting the commonplace: Critical literacy practices in the ESL reading classroom. The International Journal of Critical Pedagogy, 11(1), 131-154. https://doi.org/https://libjournal.uncg.edu/ijcp/article/view/1502/1458
Novianti, N. (2021). Introducing critical literacy to pre-service English teachers through fairy tales. Journal of Literary Education(4), 196-215. https://doi.org/10.7203/JLE.4.21026
Novianti, N. (2023). Negotiating the complexity of critical literacy in an Indonesian EFL Teacher Education Program University of Tasmania]. https://figshare.utas.edu.au/articles/thesis/Negotiating_the_complexity_of_critical_literacy_in_an_Indonesian_EFL_Teacher_Education_Program/26046820
Novianti, N., Thomas, A., & Vinh, T. (2020). Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework [Article]. Indonesian Journal of Applied Linguistics, 10(1), 206-217. https://doi.org/10.17509/ijal.v10i1.25049
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1-13.
Olifant, T., & Boakye, N. (2022). An interdependent literacy model to assist with ritical reading comprehension in the English First Additional Language classroom. Education as Change, 26(1), 1-26. https://doi.org/https://doi.org/10.25159/1947-9417/10979
Quadri, S. (2024). The conceptualization of critical literacy and its historical development. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 15(1), 122-130. https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/78655
Ranschaert, R. (2023). When shutting the door won’t do: Teaching with the specter of community backlash and the implications for teacher education. Journal of Teacher Education, 74(4), 371-382. https://doi.org/https://doi.org/10.1177/00224871231180831
Rohmah, Z., Hamamah, H., & Junining, E. (2024). “I know this is good, but I am confused”: English teachers’ self-efficacy in implementing the Emancipated Curriculum. Studies in English Language and Education, 11(2), 820-837. https://doi.org/https://doi.org/10.24815/siele.v11i2.34804
Sánchez, D. C., & Chapetón, C. M. (2021). Critical literacy in teacher education: Analyzing insights from EFL preservice teachers in a Colombian public university. International Journal of Language Studies, 15(4), 1-28.
Setyaningsih, E. (2019). Bringing critical literacy into tertiary EFL reading class. Indonesian Journal of Applied Linguistics, 9(2), 297-307. https://doi.org/https://doi.org/10.17509/ijal.v9i2.20220
Sotirovska, V., & Vaughn, M. (2023). Examining pre-service teachers' critical beliefs: Validation of the Critical Literacy Beliefs Survey (CLBS). Teaching Education, 34(2), 170-193. https://doi.org/https://doi.org/10.1080/10476210.2022.2049742
Trigos-Carrillo, L., Rogers, R., & Jorge, M. (2021). Critical literacy: Global histories and antecedents. . In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. d. Roock (Eds.), The handbook of critical literacies (pp. 10-23). Routledge.
UNECE. (2018). The three little pigs and climate change. https://www.youtube.com/watch?v=66jVm1f5KJI
Vasquez, V. M., Janks, H., & Comber, B. (2019). Critical literacy as a way of being and doing. Language Arts, 96(5), 300-311.
Wahyuningsih, E. (2022). TEYL in Indonesian elementary schools: Why, who, what, and how. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7(2), 178-185. https://doi.org/10.24235/eltecho.v7i2.11789
Weng, T.-h. (2021). Creating critical literacy praxis: Bridging the gap between theory and practice. RELC Journal, 00(0), 1-11. https://doi.org/10.1177/0033688220982665
Wessel-Powell, C., & Bentley, H. (2022). Newcomers, novices, censors, and seasoned advocates navigate risky texts with critical literacy. The New Educator, 18(1-2), 61-86. https://doi.org/https://doi.org/10.1080/1547688X.2021.2008567