Critical literacy research has highlighted the complexities associated with integrating critical literacy theory with classroom practice, recognizing the intersection between critical literacy and culturally sustaining pedagogies, and the resistance faced by educators as they create spaces for courageous conversations, critical engagement with text, and progressive text creation. Although the complexities of moving from theory to practice are more understood than they previously were, how educators navigate the inherent tensions of fostering and sustaining a critical practice is less clear.

This volume defines ‘educator’ as a PreK-12 classroom teacher, or as a teacher educator whose work is predominantly associated with university-based teacher education. Their roles and responsibilities are diverse. Through an unpacking of the curricula, courses, programs, and professional learning spaces in which educators operate, this edited volume seeks to answer these questions:



How do educators develop a critical practice of their own?
How do educators navigate areas of resistance?
How do educators sustain their practice in the face of resistance?
How do educators address concerns of parents, colleagues, administrators, and stakeholders ?
How do educators link social justice issues to critical literacy/critical pedagogy?

Contributions by: Nadia Behizadeh, Addrain Conyers, Katharine Covino, Camea L Davis, Rosalynne E. Duff, Jessica Edwards, Christina Wright Fields, Kierstin Giunco, Jacob Hackett, Elizabeth Hearn, Sara Hoeve, Sawsan Jaber, Maya Jenkins, Wintre Foxworth Johnson, Kofi Kinney, Christine M. Leighton, PJ Miller, Cara Mulcahy, Samiha Rahman, Louise Shaw, Grace K. Tumushabe, Rhina Fernandes Williams