David Bloome is EHE Distinguished Professor of Teaching and Learning at The Ohio State University, USA. Maria Lucia Castanheira is Professor of Education at Universidade Federal de Minas Gerais, Brazil.Constant Leung is Professor of Educational Linguistics at King’s College London, UK.Jennifer Rowsell is Professor and Canada Research Chair and directs the Centre for Multiliteracies in the Faculty of Education, Brock University, Canada.

"This book will be a timeless classic in which Brian Street’s awe-inspiring legacy on literacy studies permeates every chapter. It gives fresh evidence that dynamically illustrates the ideological nature of literacy and its political and social construction. This is needed now more than ever before."—Kathy A. Mills, Australia Catholic University, Australia"Retheorizing Literacy Practices is a wonderful tribute to Brian Street that shows the deep and continuing impact of his ground-breaking critical theorization of literacies as practiced, multiple, and always ideological.This rich volume of research by luminaries and rising stars in literacy studies is a dazzling constellation of literacy research around the world and across the lifespan. Literacy researchers and scholars will appreciate this expanded set of critical lenses that carries on Brian Street’s legacy of exposing power in everyday languages and literacies, whether digital literacies on Twitter and Instagram, religious literacies in an urban Brazilian childcare center, Quechuan literacies in Peruvian teacher education, or academic literacies in an English primary school, a philosophy class, or a family car ride."--Karen Wohlwend, Indiana University, USA"It is difficult to imagine the world of literacy scholarship without Brian Street’s legacy. Thankfully, this book is the perfect tribute. It engages, challenges, and propels—picking up where Brian’s work left off. The chapters are inviting and inspiring as they press us to explore and consider new possibilities for making sense of literacies. Each chapter captures the momentum and energy that Street brought to his work and to our field."--Catherine Compton-Lilly, University of South Carolina, USA

• 1. Introduction Part 1: Literacy as Social – Reflecting Back and Moving Forward 2. Fashioning Literacy as Social 3. Literacy as a Social Practice: New Realities and New Models 4. Ideologies Languaged into Being: Examining Conversations on Schooled and Religious Literacies Ideologies Part 2: Literacy Practices and Language Ideologies 5. Making of narrative: Understanding young children’s story writing in social contexts 6. Ideological battles over Quechua literacy in Perú: From the authority of experts to the innovation of youth Part 3: Literacy Practices Framed by Recognition of Complex Heteroglossic Social Contexts 7. Literacy Teaching and Learning in School as Polyphonic: A Close Examination of a Lesson Focused on Fun Home, the Graphic Memoir and Musical 8. Academic literacies as laminated assemblage and embodied semiotic becoming Part 4: Literacy as Praxis in Complex Educational Contexts 9. Literacy research as ideological practice: knowledge, reflexivity and the researcher 10. Testing Practice in a Southern School 11. Reading Philosophy Critically: Agentive Classroom Enactment 12. Approaches to Academic Literacy Instruction: Classifications, Conflicts and New Directions Part 5: Literacy and Personhood 13. Literacy and the Time Being 14. Faith, Culture and Identity: The everyday literacy practices 15. Examining our Blind Spots: Personhood, Literacy, and Power Part 6: The Conversation Continues 16. Conclusion: Literacy as Social and Cultural in the Future Perfect Tense