Helen Cozmescu is Lecturer in Language and Literacy Education at The University of Melbourne, Australia.

Carefully researched and accessibly presented, this book offers a unique and timely contribution to the field ofcritical literacy. Helen Cozmescu challenges white settler educators to develop new understandings ofcriticalliteracies that start with the knowledges andperspectivesof Indigenous peoples. Offering an original synthesis ofcritical literacy, informed by Freire, Milani and Janks and her experience as an early childhood educator, Cozmescu provides a helpful approach to pedagogical design which is explicitly decolonial in intent and practice. Essential reading for all teachers committed to social justice!

• Series Editor’s IntroductionPrefacePart I: Theorising Critical Literacy1. Current Conceptualisations Of Literacy Education2. Critical Literacy Across Different Times And Places3. Bringing Into Dialogue The Teachings Of Critical Literacy Pedagogues: Paulo Freire, Lorenzo Milani and Hilary Janks4. Critical Literacy And First Nations PerspectivesPart II: Young Children As Critical Thinkers5. The Education Of Young Children6. Young Children Engaging In Substantive Topics7. Teacher/Student Power Dynamics8. Young Children Writing And Re-Writing The WorldPart III: Enacting Critical Literacy9. A Framework For Critical Literacy10. Pedagogies for Knowledge Building, Interaction, Citizenship and Textual Engagement11. Teaching Is BeingConclusionReferencesIndex

Helen Cozmescu is Lecturer in Language and Literacy Education at The University of Melbourne, Australia.

Carefully researched and accessibly presented, this book offers a unique and timely contribution to the field ofcritical literacy. Helen Cozmescu challenges white settler educators to develop new understandings ofcriticalliteracies that start with the knowledges andperspectivesof Indigenous peoples. Offering an original synthesis ofcritical literacy, informed by Freire, Milani and Janks and her experience as an early childhood educator, Cozmescu provides a helpful approach to pedagogical design which is explicitly decolonial in intent and practice. Essential reading for all teachers committed to social justice!

• Series Editor’s IntroductionPrefacePart I: Theorising Critical Literacy1. Current Conceptualisations Of Literacy Education2. Critical Literacy Across Different Times And Places3. Bringing Into Dialogue The Teachings Of Critical Literacy Pedagogues: Paulo Freire, Lorenzo Milani and Hilary Janks4. Critical Literacy And First Nations PerspectivesPart II: Young Children As Critical Thinkers5. The Education Of Young Children6. Young Children Engaging In Substantive Topics7. Teacher/Student Power Dynamics8. Young Children Writing And Re-Writing The WorldPart III: Enacting Critical Literacy9. A Framework For Critical Literacy10. Pedagogies for Knowledge Building, Interaction, Citizenship and Textual Engagement11. Teaching Is BeingConclusionReferencesIndex

Helen Cozmescu is Lecturer in Language and Literacy Education at The University of Melbourne, Australia.

Carefully researched and accessibly presented, this book offers a unique and timely contribution to the field ofcritical literacy. Helen Cozmescu challenges white settler educators to develop new understandings ofcriticalliteracies that start with the knowledges andperspectivesof Indigenous peoples. Offering an original synthesis ofcritical literacy, informed by Freire, Milani and Janks and her experience as an early childhood educator, Cozmescu provides a helpful approach to pedagogical design which is explicitly decolonial in intent and practice. Essential reading for all teachers committed to social justice!

• Series Editor’s IntroductionPrefacePart I: Theorising Critical Literacy1. Current Conceptualisations Of Literacy Education2. Critical Literacy Across Different Times And Places3. Bringing Into Dialogue The Teachings Of Critical Literacy Pedagogues: Paulo Freire, Lorenzo Milani and Hilary Janks4. Critical Literacy And First Nations PerspectivesPart II: Young Children As Critical Thinkers5. The Education Of Young Children6. Young Children Engaging In Substantive Topics7. Teacher/Student Power Dynamics8. Young Children Writing And Re-Writing The WorldPart III: Enacting Critical Literacy9. A Framework For Critical Literacy10. Pedagogies for Knowledge Building, Interaction, Citizenship and Textual Engagement11. Teaching Is BeingConclusionReferencesIndex