Critical Literacy in Canada
A Systematic Review of Curricula and Literature
Bibliographic Data
| ID | 21729974 |
|---|---|
| Authors | Jean Kaya (0000-0002-3382-3180), Roswita Dressler (0000-0003-1579-6446), Kim Lenters |
| Year | 2022 |
| Volume | 24 |
| Issue | 2 |
| Pages | 25-61 |
| Publication date | 2022-08-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Journal of Language and Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1038-1562 • E-ISSN: 1839-4728 |
| Publisher | University of Alberta Libraries (PUBLISHER) |
| DOI | 10.20360/langandlit29606 |
| Language | EN |
| Citations received | 3 |
Critical literacy is a pedagogy that serves to mediate social justice issues and educate for transformative social action. We present a systematic review of how critical literacy has been incorporated in Canada’s provincial/territorial curriculum documents since the late 1990s and integrated in K-12 classrooms in the last decade. Our analysis shows that critical literacy has been addressed with varying degrees of explicitness in curricula, and there is an imbalance of studies on critical literacies among provinces and territories. We discuss implications and encourage stakeholders in education to explicitly embed critical literacy into curricula and promote critical literacy practices in the classroom
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |