Table of Contents

Part I Introduction: Overview of Book.- Chapter 1 Rationales and Purposes of the Project.- Chapter 2 History of Critical Literacy through the Various Theoretical Frameworks.- Part II Critical Literacy Practice in Elementary School Settings.- Chapter 3 Critical Literacy in a Kindergarten Classroom: An Examination of Social Action.- Chapter 4 Afterschool Media Club: Critical Literacy in a High Diversity, High Poverty Urban Setting.- Chapter 5 "It's our writing, we decide it:" Voice, Tensions and Power in a Critical Literacy Workshop.- Part III Critical Literacy Practice in Secondary School Settings.- Chapter 6 Complexities of Critical Practice: The Conflict between the Teacher's Ideological Stance and the Students' Critical Stance.- Chapter 7 My Critical Literacy Journey in a Middle-Eastern EFL Classroom: Insights and Challenges.- Chapter 8 Developing Critical Literacy in a Tenth Grade English Class.- Part IV Critical Literacy in University Settings.- Chapter 9 Challenges in Implementing Critical Literacy Practices in Remote Rural Teacher Education Programs.- Chapter 10 Practicing Critical Literacy in Extra-Curricular Settings: Discourses of Power and Teaching.- Chapter 11 Opposing Forms of Power through a University Student Labor Union's Advocacy for its Student Members.- Part V Conclusion.- Chapter 12 Discussion: Analysis of Themes across Chapter Studies.- Chapter 13 Future Directions for Critical Literacy Practice.  

About the Author

Bogum Yoon, Ph. D. is an associate professor of literacy education in the Graduate School of Education at the State University of New York at Binghamton. She has worked in the field of language and literacy as a teacher educator both in South Korea and the United States. Yoon’s research areas include critical literacy, multicultural education, English language learners and cultural and social identity. Her most recent articles are published in the American Educational Research Journal, The Reading Teacher and the Journal of Adolescent and Adult Literacy. Yoon’s co-edited book, Teachers’ Roles in Second Language Learning: Classroom Applications of Sociocultural Theory has been recently published.

Rukhsar Sharif is a doctoral candidate at the Graduate School of Education at the State University of New York at Binghamton. She has taught preschool and elementary school students in New York and middle and high school students in Rwanda. Recently, she has been involvedin conducting research in the fields of multicultural education and critical theory in the university context.