Research Agenda for Critical Literacies

Edited by Hilary Janks, Emerita Professor, University of Witwatersrand, South Africa, Barbara Comber, Emerita Professor, Adelaide University, Australia and Vivian Vasquez, Distinguished Professor, American University, USA

‘An innovative book for every educator concerned with engaging in real action in the world and turning theory into practice. It is designed for researchers and teachers interested in critical literacies to make sense of their work. If there is only one book you read as a critical educator this year, it should be this one.

• ContentsPART I CHALLENGESIntroduction to Part I1 Challenges to critical literacies in troubled times 5Hilary Janks, Barbara Comber and Vivian Vasquez2 Posthuman critical literacies 19Alastair Pennycook3 Reconfiguring critical literacy through feministposthumanism and new materialism 31Vivienne BozalekPART II FRAMEWORKS FOR CRITICAL LITERACY REVISITEDIntroduction to Part II4 The 3D Literacy Framework: a 21st-century commentary 49Bill Green5 The multiliteracies framework 55Mary Kalantzis and Bill Cope6 A posthuman re-turn to Janks’ interdependent model ofcritical literacy 65Hilary Janks7 Revisiting an instructional model of critical literacy 75Amy Seely Flint, Jerome Harste and Mitzi Lewison8 Pathways to the gender identity complexities framework:expansions and perspectives in affect and ontology 81sj Miller9 Reinventing critical literacies for unforeseen futures: a(networked) commentary on praxis, ecology, and theintrapersonal 91Raúl Alberto Mora, Jennifer Helen Alford and JessicaZacher PandyaPART III POSSIBILITIES TOWARDS A NEW AGENDA FORCRITICAL LITERACYIntroduction to Part III10 Unsettling critical literacy: Indigenous climate fiction andrelational reading practices 109Sandra R. Phillips, Larissa McLean Davies, Clare Archer-Lean, Sarah E. Truman and Melitta Hogarth11 Translanguaging as critical literacy: surfacing bilingualchildren’s translation and metalinguistic competences forbiliteracy development 121Xolisa Guzula12 Critical literacy in a second language: a case in a difficultArgentinian primary school context 135Melina Porto13 Working with place-conscious pedagogies: decolonial andposthuman possibilities 147Amparo Clavijo-Olarte and Rosa Alejandra Medina Riveros14 Authoring the city: community walks as collectivelyembodied critical literacies 161Gerald Campano, María Paula Ghiso, Patricia RosasChávez and Kelsey Trudo15 Reading monuments and their de/colonial affects: amultimodal critical discourse analysis of Glasgow’s Doultonfountain 173Navan Govender16 Annotation in public spaces as a form of writing back topower 187Remi Kalir17 Transgressive student humour as critical literacy in action 197David E. Low18 Re-reading the school bus as educational technology 207Jorge Eduardo Garcia, Stephanie Robillard and Antero Garcia19 “Why can’t a robot be more like a wo/man?” Criticalposthuman literacies, generative AI and writing 217Lucinda McKnight20 Trans studies and critical literacy research 229James Joshua Coleman21 Sounding out a new (sonic) dimension: examining tworecent riffs on critical literacies 239Jon M. Wargo and Cassie J. Brownell22 El Semillero de Literacidades Insumisas: decolonialplaygrounds for critical literacies paths in Puerto Rico 253Carmen Liliana Medina, María del Rocío Costa and PriscilaPérez Mercadois23 Making art critically 267Vivian Vasquez24 Re-thinking critical literacy as a relational-ontologicalproject 277Tracey Pyscher