Mitzi Lewison is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Bloomington, USA. Christine Leland is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Purdue University, USA. Jerome C. Harste is Professor Emeritus of the Department of Literacy, Language, and Culture, Indiana University-Bloomington, USA, where he held the distinction of being the first Armstrong Professor in Teacher Education.

"Creating Critical Classrooms is one of those rare finds. It has the perfect balance of theory—in ways that preservice teachers can understand—along with real ways to "do" theory in classrooms with children."Lisa Scherff, Florida State University, USA "As immorality and insanity continue to permeate the world of education, and the world in general, Creating Critical Classrooms will become an increasingly vital and crucial text in helping learners, teachers, and citizens understand and analyze the material forces at work in society while also connecting that intellectual work to the much needed interventions required to carry out positive structural transformations on pathways toward creating more humanized and humanizing systems and institutions…before it is too late."Doug Morris, Eastern New Mexico University, USA

• Brief ContentsForeword / Linda Christensen IntroductionChapter One / Overview: Why Do We Need an Instructional Theory of Critical Literacy?Chapter Two / Personal and Cultural Resources: Using Life Experiences as an Entrée into Critical LiteracyChapter Three / Cultural Resources: Using Popular Culture to Promote Critical PracticeChapter Four / Cultural Resources: Using Children’s and Young Adult Literature to Get Started with Critical LiteracyChapter Five / Critical Social Practices: Disrupting the Commonplace through Critical Language StudyChapter Six / Critical Social Practices: Interrogating Multiple PerspectivesChapter Seven / Critical Social Practices: Focusing on the SociopoliticalChapter Eight / Critical Social Practices: Taking Action to Promote Social JusticeChapter Nine / Taking a Critical Stance: Outgrowing OurselvesChapter Ten / Invitations for StudentsClassroom Resources: Children’s Books, Videos, Songs, and WebsitesAppendix: Creating Critical Classrooms Companion Website ContentsAbout the AuthorsReferencesIndex

Mitzi Lewison is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Bloomington, USA. Christine Leland is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Purdue University, USA. Jerome C. Harste is Professor Emeritus of the Department of Literacy, Language, and Culture, Indiana University-Bloomington, USA, where he held the distinction of being the first Armstrong Professor in Teacher Education.

"Creating Critical Classrooms is one of those rare finds. It has the perfect balance of theory—in ways that preservice teachers can understand—along with real ways to "do" theory in classrooms with children."Lisa Scherff, Florida State University, USA "As immorality and insanity continue to permeate the world of education, and the world in general, Creating Critical Classrooms will become an increasingly vital and crucial text in helping learners, teachers, and citizens understand and analyze the material forces at work in society while also connecting that intellectual work to the much needed interventions required to carry out positive structural transformations on pathways toward creating more humanized and humanizing systems and institutions…before it is too late."Doug Morris, Eastern New Mexico University, USA

• Brief ContentsForeword / Linda Christensen IntroductionChapter One / Overview: Why Do We Need an Instructional Theory of Critical Literacy?Chapter Two / Personal and Cultural Resources: Using Life Experiences as an Entrée into Critical LiteracyChapter Three / Cultural Resources: Using Popular Culture to Promote Critical PracticeChapter Four / Cultural Resources: Using Children’s and Young Adult Literature to Get Started with Critical LiteracyChapter Five / Critical Social Practices: Disrupting the Commonplace through Critical Language StudyChapter Six / Critical Social Practices: Interrogating Multiple PerspectivesChapter Seven / Critical Social Practices: Focusing on the SociopoliticalChapter Eight / Critical Social Practices: Taking Action to Promote Social JusticeChapter Nine / Taking a Critical Stance: Outgrowing OurselvesChapter Ten / Invitations for StudentsClassroom Resources: Children’s Books, Videos, Songs, and WebsitesAppendix: Creating Critical Classrooms Companion Website ContentsAbout the AuthorsReferencesIndex

Mitzi Lewison is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Bloomington, USA. Christine Leland is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Purdue University, USA. Jerome C. Harste is Professor Emeritus of the Department of Literacy, Language, and Culture, Indiana University-Bloomington, USA, where he held the distinction of being the first Armstrong Professor in Teacher Education.

"Creating Critical Classrooms is one of those rare finds. It has the perfect balance of theory—in ways that preservice teachers can understand—along with real ways to "do" theory in classrooms with children."Lisa Scherff, Florida State University, USA "As immorality and insanity continue to permeate the world of education, and the world in general, Creating Critical Classrooms will become an increasingly vital and crucial text in helping learners, teachers, and citizens understand and analyze the material forces at work in society while also connecting that intellectual work to the much needed interventions required to carry out positive structural transformations on pathways toward creating more humanized and humanizing systems and institutions…before it is too late."Doug Morris, Eastern New Mexico University, USA

• Brief ContentsForeword / Linda Christensen IntroductionChapter One / Overview: Why Do We Need an Instructional Theory of Critical Literacy?Chapter Two / Personal and Cultural Resources: Using Life Experiences as an Entrée into Critical LiteracyChapter Three / Cultural Resources: Using Popular Culture to Promote Critical PracticeChapter Four / Cultural Resources: Using Children’s and Young Adult Literature to Get Started with Critical LiteracyChapter Five / Critical Social Practices: Disrupting the Commonplace through Critical Language StudyChapter Six / Critical Social Practices: Interrogating Multiple PerspectivesChapter Seven / Critical Social Practices: Focusing on the SociopoliticalChapter Eight / Critical Social Practices: Taking Action to Promote Social JusticeChapter Nine / Taking a Critical Stance: Outgrowing OurselvesChapter Ten / Invitations for StudentsClassroom Resources: Children’s Books, Videos, Songs, and WebsitesAppendix: Creating Critical Classrooms Companion Website ContentsAbout the AuthorsReferencesIndex